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The forthcoming Digital Laboratory Project is focused on the use of e-Learning for the purpose of teaching laboratory practice. The main goal is to digitize laboratory exercises to enable distance learning of university students in the event of situations such as the COVID19 pandemic. The digital laboratory, i.e., a web application with audiovisual and interactive materials, will make it possible to simulate practical teaching in the laboratory.
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The paper deals with the possibilities of researching online education in the framework of distance education in secondary schools. Based on a theoretical analysis of educational platforms and educational systems in the domestic and foreign environment, we present the results of relevant research. We specifically address the aspect of distance education in mathematics with an emphasis on the relationship to teachers and students at home and abroad in the context of secondary schools.
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No one was ready for the pandemic that struck us all without notice. Slowly, common everyday jobs became online jobs whenever possible. The education system was not spared either. Classrooms have been replaced by home environment, and everyday teaching activities have also become online activities. It has been a year since we worked in such conditions. Each of us adjusted as best we could. As children / students need activity (which is now kept to a minimum), their interest in teaching content has been considerably reduced. Thinking about how to increase the interest of students, we came to the idea that certain teaching contents could be studied in a totally different environment. After processing the most important contents related to matrices, their practice is carried out through coding and decoding of certain sentences. The mysticism of coding and decoding messages was used to increase students’ motivation, which proved to be very successful. All students, with whom the model that will be presented in the paper was realized, expressed the most positive attitudes towards this way of working, and expressed enthusiasm during the process of encoding and decoding.
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The modern age, marked by global informatization, certain unforeseen circumstances such as natural disasters and disasters, as well as knowledge about the effects of multimedia and modern information and communication technology on learning and teaching processes, before the school, as an educational institution, sets the imperative of multimedia integration. system of education of children and young people and indicates that it is necessary to take advantage of the many advantages of multimedia equipment implemented in teaching. Multimedia enables fast flow of information and various forms of communication and interaction between teaching participants, changes their traditional roles and mutual relations, and encourages individualization and differentiation of teaching, keeping in mind different types of learning. The paper treats theoretical, professional and scientific definitions and classifications of media, multimedia, advantages, but also disadvantages that need to be carefully considered when integrating and using multimedia in teaching. The empirical part presents the results of the research, which was conducted in three primary schools in Sarajevo Canton, and which included 23 primary school teachers and 391 third, fourth and fifth grade students, who are classified in the domain of primary education. The research covers important components of multimedia application, such as material and technical equipment of the school, computer literacy of teachers and students, which is crucial for successful multimedia application, attitudes of teachers and students about the degree of application of modern multimedia in mother tongue and literature, general attitudes about application of multimedia, which determine the frequency of the application itself. The obtained data are analyzed by appropriate statistical methods and procedures, and the interpretation and discussion of the results provide valuable data on the application of modern multimedia in teaching, based on which further recommendations for successful integration of new technologies in teaching can be assessed. An overview of the circumstances of the introduction and implementation of online teaching in the Canton Sarajevo, conditioned by the pandemic situation, was given, highlighting the difficulties encountered by teachers, students and parents.
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With the transition to online classes, literature teachers faced a huge challenge, some of them being the way of reading, understanding and interpretation of literary text, developing critical thinking through literature teaching, as well as use of literary terms. Such a complex challenge could be resolved only with systematic use of digital tools which are freely available to teachers worldwide. Not all digital tools are convenient for literature classes, their use depends mainly upon expected outcome. We do have tools which are convenient for reading and understanding of text, but not the tools for the development of critical thinking and learning of literary terms and vice versa. The way of teaching itself is very important in literature classes, and with the transition to the online environment teachers were confronted 238with one more challenge - how to teach literature without it entirely turning into an individual form of work. Again, great help in this case were free digital tools which enabled group or paired work. We also shouldn't dismiss the tools which imply the use of audio and video conversation with students, they have a great role in achieving desired end results in learning. In this paper we will introduce the way of using digital tools in order to reach desired outcomes in literature classes, we will discuss the purposefulness of certain tools and offer the best solutions for online literature teaching.
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All phases of the teaching process have been re-examined and changed for a long time, and technology that has great potential in the field of education has a significant role in that. As digital technologies change the learning and teaching process on a daily basis, in recent years there have been noticeable efforts to strengthen the digital competencies of teachers who will pass this on to their students. Such digital competencies were very much needed by teachers and students, as well as parents in this challenging time of the pandemic, when teaching takes 257place most of the school year at a distance. When it comes to teaching foreign languages, technology can be a useful partner in language learning and help teachers to teach the language more effectively, but also students to master both language and digital competencies. After collecting the data for the purpose of making the theoretical part of the paper, we approached to making the methodological part, which is the basis for empirical research of the problem. Using the methods of theoretical analysis and synthesis, compilation method, descriptive and survey method, we examined the attitudes of foreign language teachers and students about the representation and use of digital tools in language teaching. The aim of the research was to gain the insight into the presence and use of digital tools in foreign language teaching, the willingness and ability of teachers to use these tools in online foreign language teaching more actively, and the impact of such an approach on improving students' skills, language and digital competencies improtant in language teaching. Most students are in daily interaction with digital technologies, so it is necessary for teachers to transfer their interest in new technologies into the teaching process, making it modern and dynamic.
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The world health situation occurring in the spring of 2020 caused most countries to switch from classroom to online and distance learning in a very short time. During this specific form of teaching, it is necessary to regularly monitor student activities by giving feedback on their work and progress and evaluating the achievement of the necessary learning outcomes. Due to the COVID-19 pandemic, primary and secondary schools in the Republic of Croatia also switched from classroom to online and distance learning in March 2020. The national television started to broadcast the program called "Škola na trećem" for primary school students. These lessons 355were held in accordance with the curriculum and prescribed teaching plan and program. Classes for lower grades of primary school students were held in the morning and lasted 1 hour per grade. The research data were collected using the technique of observing the lessons of nature and science in the program "Škola na trećem" during one month in 2020. The results show that dominant was frontal instruction, which was expected due to the specifics of online teaching.The most commonly used teaching aids were smart board and school board, with a dominant method of oral presentation. Although practical work is important for understanding complex processes and phenomena, during distance learning it was not used enough. In the lessons broadcast under the title "Škola na trećem", different sources of knowledge were used, and PowerPoint content was most represented. In addition to the observation of lessons, a survey for teachers (N = 180) was used to explore their attitudes towards distance learning. The teachers point out the advantages and disadvantages of the program "Škola na trećem". The results of the research can serve as a guideline for educational policies in providing a better quality of a possible future distance learning.
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In modern societies, the most important agents of change are technology, technique and knowledge. In order for a person to follow technical and technological progress, it is necessary to constantly follow new technologies and knowledge. In order to respond to all challenges, today's modern trends require continuity in learning, education, training and pre-qualifications 370throughout life. Contemporary teaching requires appropriate competencies of all its participants. In addition to communication competencies, competencies for teamwork and cooperation, creative and critical thinking, problem solving, competencies for professional lifelong learning, it is necessary to have developed computer and information literacy skills. Considering that the classes in the second semester of the school year 2019/2020 were mainly organized online due to the corona virus pandemic, we conducted research in primary schools in the municipality of Travnik. The aim of the research was to examine the attitudes of teachers about the effectiveness of the implementation of online teaching. The sample consisted of 271 course and class teachers. The results of the research showed that teachers were more burdened with online teaching compared to regular classes, and that they did not have the support of the responsible ministry.
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The fact is that today's generations are growing up in the "digital age" and that mass media and technologies are advancing, evolving and changing on a daily basis. There is almost no sphere of today's society in which new media and technologies have no role, including all levels of upbringing and education. That is why it is necessary to know the media well, the way the media work and the positive and negative sides of their application. The aim of this paper was, in addition to theoretical analyzes, to examine the opinions of students at the University of Mostar on the role of new media in education and to determine what their experience is with online teaching. The results of the research showed that students largely think that new media and technologies have a positive impact on upbringing and education and that they offer the possibility of a better education. Furthermore, students' attitudes about satisfaction with online teaching are divided. Based on the obtained results, recommendations for further research were given.
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The paper presents the key competencies of teachers in complex distance learning. First of all, building those skills of teachers in accordance with IC technologies, planning, organization, and implementation of the teaching process in a virtual environment, but also a 452combination of work in a real environment - school classroom and the virtual environment -distance learning. The aim of the paper is to draw attention to the advantages of some of the models of work, the combination of methods and forms of work with students in a real and virtual environment, the importance of working on building personal competencies of teachers, their commitment to work, the need and desire to make the virtual classroom experience as efficient and purposeful as the experience in the real classroom, and to make both this time of abrupt transition and coping through distance learning effective in terms of improving teaching as well. This leads to the continuous development of teaching competencies, that is, the improvement of learning outcomes, which is in line with the requirements of international research. It is important to emphasize that on this path of building and/or upgrading the competencies of teachers, there are several obstacles that they can and/or cannot influence. Therefore, the paper points out possible ways of solving these obstacles. For some of them, a systemic solution is possible, but the subject of interest of the paper is the individual awareness of teachers themselves that lifelong learning and work on their own professional development is an imperative of time and the labor market. Finally, the paper points out the combination of the above proposals that can generate the expected good results and quality of distance learning.
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In response to the negative impacts of Covid-19, it is urgent and crucial the initiatives for the digital transformation of educational activities at all levels related to the development of new inclusive digital pedagogical methods and skills for relevant and suitable use of digital educational tools aimed at learners (including to participants with disabilities) to be supported. This creates the conditions for a more integrated EU strategy to draft a proposal for a Council Recommendation on the factors contributing to successful digital education, which implies a real digital revolution in educational processes and learning skills. This article presents the main results of a study conducted within the EDU- GATE 2020-1-IT02-KA226-HE-095538 project, covering cross-sectional needs analysis and detailed multisectoral analysis of the current state of digital learning in higher education in Bulgaria, Greece, Italy, and Latvia.
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The COVID-19 pandemic and related emergency measures to limit the spread of the virus in Bulgaria led to the termination of all forms of education in schools from March 13, 2020. The learning process was reorganized and conducted remotely in an electronic environment and other absentes forms of training. Significant degree of freedom was given to schools and teachers to determine the models, forms, methods and tools for organizing teaching and learning processes according to the specific school context and the needs of students. How did teachers cope with this challenge? Were they willing to cross the line from face- to-face teaching to e-learning? With what attitudes did you go through this whole process of transformation?
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The more differentiated we explore learning materials in terms of financial literacy, the more diverse are the ways to remember and retain. The reminder rate increases significantly the more senses are involved in the learning process. Audio recordings can be useful in addition to classroom teaching and can be used at any time, any place, and any pace. While other studies considered the implications of digitization, and eventually e-learning, or the knowledge gap regarding to student-generated podcasts in language learning, this paper examines the impact of podcasting in financial literacy. As part of the primary data collection, a questionnaire was conducted with students from both, Bachelor's and Master's degree programs at FOM University of Applied Sciences in Germany. Within the survey, the general handling and attitude to podcasts was examined, as well as the evaluation of defined contributions to the topic of financial literacy. From the questionnaire results (n = 86) the method of logistic regression is used to answer some important hypotheses in this paper. The outcomes present binary insights with respect to the usage of podcasts in the field of financial literacy and education. Firstly, the study derives, that configuration of podcasts affects the transfer of knowledge in financial literacy. With respect to the length of formats, cross connection to recent findings in human psychology are depicted. Furthermore, in terms of learners' perspective, the study reveals limited dependency of the acceptance of podcasts with respect to age, gender and prior education.
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This publication presents the development of the electronic services platform of the Burgas Free University. The history of the platform, the graphical user interface, the analysis of the popularity and usability of the product, as well as the latest update of the electronic services are considered in sequence.
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Differentiated teaching is relevant again after many years of oblivion in education. What stands out here is not so much the practice of working in mixed age classes, but in a digital classroom with students with diverse composition in terms of opportunities and deficits. The article offers a modern view for conducting an integrated lesson - on the one hand with the traditional tools of the textbook and the lesson content, on the other - transferred to the online environment.
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Metaverse is a technology that offers the possibility of realizing in a virtual way for situations that would not be possible, independently or dependent on the real world. In addition, it supports the socialization of individuals, the formation of their self-identities, the development of their self-efficacy and the revealing of their emotions. Contrary to the positive aspects it brings to this individual, the negative aspects of the metaverse are the use of technology for profit, the inability of individuals to adapt to technology quickly, and the deficiencies experienced in terms of content. Metaverse is starting to become widespread in every field due to its positive aspects. One of these areas is education. Because education should be suitable for the conditions of the current age and to meet the future needs. This is because one of the goals of education is to raise individuals who meet the needs of society. It should be integrated into the metaverse education-teaching process for the needs of the age we live in. In the learning process, the goals that the learner has difficulty in understanding can be made understandable with the metaverse. In order to eliminate the metaverse learning problem in education, it helps in facilitating and concretizing teaching so that learning can be permanent. In this way, the metaverse helps learners to move away from rote learning and to synthesize the new information they have acquired with previous information. From this point of view, the aim of this study is to contribute to the educational sciences literature of the concept of metaverse and its use. In the research, the review of the literature was made by the method of compilation.
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With the development of technology, many learning activities that were traditionally conducted in face-to-face environments can now be carried out in virtual environments. This has led to the frequent use of virtual classroom applications in distance education. Virtual classroom applications make the learning process more flexible and interactive for students, while also providing teachers with more efficient ways to manage their lessons. Through these applications, students have the opportunity to participate in classes more comfortably, access course materials more easily, and keep track of their assignments more regularly. Teachers, on the other hand, are able to prepare course materials more quickly and easily, evaluate students' assignments more efficiently, and interact with students more easily. However, there are also challenges associated with using virtual classroom technology, such as internet connectivity issues, technological limitations, and technical difficulties. Some commonly used virtual classroom applications include Google Classroom, Zoom, Blackboard, Moodle, and Edmodo. These applications are chosen for their features, ease of use, reliability, and tools for increasing student-teacher interaction. Distance education and virtual classroom applications play an important role in education, and their use is expected to become even more widespread in the near future. Therefore, research has been conducted to provide content for designing and implementing educational programs for distance education and virtual classroom applications, to create a theoretical framework, and to offer a perspective on technologies that can be used in distance education practices.
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Big data refers to a large amount of data, structured or unstructured, from a variety of sources. These data may be too large, complex or rapid to be managed with traditional data management tools. Big data analytics aims to identify different relationships and patterns within these data sets and to obtain meaningful information from these data. Various sectors such as finance, health, production, transportation and commerce benefit from the value of the data produced in increasing amounts. Big data has the potential to provide valuable insights to organizations to facilitate decision making, improve products and services, increase efficiency, or identify and solve problems. Another sector where big data is used is education. Higher education institutions collect more data than ever before, as they use digital media for various purposes, especially for the storage of student data. Large amounts of data have the capacity to provide valuable information about the learning process to key education stakeholders such as students, faculty, administrators, instructional designers, and provide several benefits. In this study, the use of big data in open and distance learning is discussed and examples of applications in the world are given. In addition, the study summarizes the difficulties encountered in accessing, analyzing and using big data.
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Academic honesty is the right and fair behavior of students and instructors by following ethical principles and rules in the learning and teaching processes. It includes behaviors such as not plagiarizing, doing homework, projects and exams by the student himself, and not cheating. It is important for students to follow the rules of academic honesty, to have a successful educational experience and for their future careers. Academic honesty is an issue that must be taken into account for all educational levels and types of teaching. Especially in distance education systems, the issue of academic honesty should be discussed by researchers and studies should be carried out to increase academic honesty. The aim of this study is to increase students' awareness of academic honesty in distance education and to determine effective strategies that they can use in this field. In the study, the role and responsibilities of instructors and educational institutions in distance education were also examined. It is thought that this study will be a useful resource for researchers interested in academic honesty in distance education.
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To prepare today's students confidently for the future, it is necessary to equip them with different skills. Among these skills, 21st-century skills and computational thinking skills are crucial. While there are views suggesting that computational thinking skills contribute to the development of 21st-century skills, the relationship between these two skill sets remains uncertain. This study aims to examine the relationship between middle school students' computational thinking skills and 21st-century skills. In other words, it investigates whether there is a relationship between students' computational thinking skills and 21st-century skills and whether computational thinking skills serve as a meaningful predictor of 21st-century skills. Conducted with the participation of 328 eighth-grade students using a correlational survey design, this research employed the "Computational Thinking Scale" and the "21st-Century Skills Scale" to collect data, which were then analyzed using descriptive statistics, Pearson correlation coefficient analysis, and multiple linear regression analysis. The research findings indicate that students have a high perception of both computational thinking and 21st-century skills. Moreover, a positive and significant relationship was found between computational thinking skills and 21st-century skills. The study also reveals that the abstraction, decomposition, algorithmic thinking, evaluation, and generalization skills that constitute computational thinking significantly predict 21st-century skills, explaining 72% of the variance in 21st-century skills. When examining the standardized regression coefficients, it can be concluded that evaluation, algorithmic thinking, generalization, decomposition, and abstraction skills are significant predictors of 21st-century skills in order of importance.
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