[Title]:
Linguistic competence as a precondition for introducing tertiary-level instruction in English :: Jazykové kompetencie ako nutná podmienka pre zavádzanie inštrukcií tretej úrovne v angličtine

Andreja Kovacic, Valentina Kirinic, Blaženka Divjak Faculty of Organization and Informatics

University of Zagreb Pavlinska 2, 42000 Varaždin, Croatia

[Abstract]:
Student and teacher mobility are important aspects of education within the Bologna Process.
Overcoming the language barrier is a precondition for following and providing instruction in a foreign language. A survey was conducted among first-year undergraduate students to determine their readiness for instruction in English.
The survey results show the respondent profile, their assessment of instruction within an English language course, using other ways of acquiring knowledge and self-assessment of their command of English. The students' self-assessment of motivation for learning English and its relevance for their profession are presented along with students' interest in other courses offered in English.

Mobilita študentov a pedagógov je v Bolognskom procese veľmi dôležitým edukačným aspektom. Prekonanie jazykových bariér je nutnou podmienkou pre sledovanie a vykonávanie inštrukcií v angličtine. Medzi študentami prvoročiakmi sa robil prieskum na ich pripravenosť pre vykonávanie inštrukcií v angličtine. Výsledky prieskumu zobrazujú profil respondenta, vyhodnotenie inštrukcií v rámci anglického kurzu, použijúc iné spôsoby získavania vedomostí a samohodnotenia príkazov v angličtine. Prezentuje sa samohodnotenie a motivácia študentov pre učenie sa angličtiny a jej relevantnosť z hľadiska ich profesie spolu so záujmom študetov o ďalšie kurzy poskytované v angličtine.

[Keywords]:
linguistic competence, Bologna Process, learning English

[Title]:
THE IMPLEMENTATION OF TECHNOLOGY ENHANCED LEARNING AT DISLOCATED UNIVERSITY WORKPLACE :: Implementácia technológiou podporovaného vzdelávania na univerzitnom detašovanom pracovisku

Štefan Svetský, Oliver Moravčík, Pavol Tanuška, Anna Reháková, Dagmar Rusková

Faculty of Materials Science and Technology in Trnava, Paulínska 16, Trnava, Slovakia

[Abstract]:
The paper deals with experience and specific issues related to the implementation of Technology Enhanced Learning (TEL) at dislocated university workplace in conditions analogical to blended and distance learning. The support learning system bases on developing of online material at public domain (conceptualisation stage), content processing via package of informatics tools (construction stage) and online shared workplace at university server (dialogue stage and feedback). In context with Maeys’ Conceptualisation cycle all three stages are supported by informatics tools developed for content processing, programming of templates and tailor-made internet applications. Several examples for multilingual and courses of study support, including obtained experience from feedback are presented.

Príspevok sa zaoberá skúsenosťami a špecifickými problémami týkajúcich sa implementácie technológiou podporovaného vzdelávania na univerzitnom detašovanom pracovisku v podmienkach analogických zmiešanej výučbe (blended learning) a výučbe na diaľku (distance learning). Podporný vzdelávací systém vychádza z tvorby online materiálov na verejnej doméne (konceptualizačná etapa), spracovania obsahu prostredníctvom informatických nástrojov (konštruktívna etapa) a spoločne zdieľaného priestoru na univerzitnom serveri (dialóg a spätná väzba). V kontexte s Mayesovým konceptualizačným cyklom sa počítačom podporujú všetky jeho 3 etapy prostrednítvom informatických nástrojov - softvér pre spracovanie obsahu, programovanie šablón a na mieru ušité internetové aplikácie. Súčasne sa prezentuje niekoľko ukážok ich využitia pri výučbe a jazykovej podpore na detašovanom pracovisku a získané skúsenosti zo spätnej väzby so študentami.

Keywords: eLearning, Virtual Learning Environment, distance education, blended learning, content processing, text processing.

[Title]:
Imaginative acquisition of knowledge - strategic planning of e-learning :: Nápadité získavanie vedomostí - strategické plánovanie e-learningu

Blaženka Divjak Nina Begičević

University of Zagreb Faculty of Organization and Informatics
Pavlinska 2, 42 000 Varaždin

[Abstract]:
The universities/faculties in Croatia should strategically implement e-learning in the existing academic activities because of the many functional benefits that e-learning brings.
In our paper we will present major challenges about e-learning in Croatia on different levels: state, university, faculty and personal level. We will also present results of the questionnaire about advantages and goals of elearning implementation and about criteria that are essential for decision making about the most suitable form of implementing e-learning. These results are the most important parts of the elearning strategy documents according to the examples of e-learning strategies of EU universities.

Univerzity a fakulty v Chorvátsku by mali strategicky zavádzať e-learning do existujúcich akademických činností. E-learning má z tohto hľadiska veľa funkčných výhod. V našom článku sa prezentuje hlavná výzva pre e-lerning v Chorvátsku pre rôzne úrovne: univerzita, fakulta, osobná úroveň. Rovnako sa prezentujú výsledky dotazníkového prieskumu o výhodách a cieľoch zavádzania e-learningu a kritériách, ktoré su podstatné pre procesy rozhodovania z hľadiska najvhodnejšej formy zavádzaniae-learningu. Tieto výsledky sú veľmi dôležitou súčasťou dokumentácie e-learningovej stratégie podľa príkladov e-learningových stratégií univerzít EU.

[Keywords]:
e-learning, strategy, goals, advantages, criteria/subcriteria, decision making

[Title]:
Validation of theoretical model for decision making about e-learning implementation

Nina Begičević Blaženka Divjak,

University of Zagreb Faculty of Organization and Informatics
Pavlinska 2, 42 000 Varaždin

[Abstract]:
In the paper the possibility to use mathematical models and statistical techniques in strategic planning and decision making about e-learning is presented. Strategic planning and decision making has been covered as consisting of four phases: (1) intelligence, (2) design, (3) choice and (4) implementation.
Each of the phases will be described in this paper, but the accent will be put on the statistical evaluation of the results of the questionnaire which was based on the developed theoretical model for decision making about e-learning implementation in the higher education sector.
In general, the main objectives of this paper are: (1) validation of the first theoretical model for decision making about e-learning implementation in the higher education sector, by means of factor analysis and (2) reduction of a large number of variables to a smaller number of factors, i.e. designing the improved theoretical model, for modelling purposes (developing AHP & ANP models).

[Keywords]:
e-learning, decision making, strategic decisions, mathematical modelling, factor analysis

[Title]:
Teaching methods for international R&D project management
Blazenka Divjak, Sandra Katarina Kukec
University of Zagreb, Faculty of Organization and Informatics, Pavlinska 2, 42000 Varazdin, Croatia

[Abstract]:
This paper presents a case study of teaching project management in Croatia in two different learning environments and points out two main paradigms upon which both courses are designed. These two paradigms are most effective learning is working in real-life situations and teach them what you promised and students will respond with effort. We point out similarities in teaching methods but also the differences in motivation and achieved levels of knowledge and skills. Implementation of e-learning has been made according to the set objectives for each course. Follow up of students’ satisfaction level and personal development has regularly been assessed.

2008 Published by Elsevier Ltd and IPMA.

[Keywords]:
International projects; R&D projects; Teaching methods; Learning outcomes

[Title]:
COMPARISON BETWEEN AHP AND ANP: CASE STUDY OF STRATEGIC PLANNING OF E-LEARNING IMPLEMENTATION

Nina Begičević Blaženka Divjak Tihomir Hunjak

University of Zagreb Faculty of Organization and Informatics
Pavlinska 2, 42 000 Varaždin

[Abstract]:
Strategic planning of e-learning implementation includes decision making about the most suitable form of implementing e-learning on different levels. Decision making about e-learning implementation has been covered as consisting of four phases: (1) intelligence, (2) design, (3) choice and (4) implementation.
During the Intelligence phase we have precisely identified our central decision problem and have conducted situation analysis. In the Design phase we have developed alternatives and established criteria and subcriteria. Then, we have created the questionnaire about the importance of the advantages and goals of e-learning implementation and about criteria and subcriteria essential for decision making.
The survey has been conducted on the sample of e-learning experts in Croatia. First, the pilot survey was performed on the sample of 33 experts. Then the sample was extended on the almost entire group of experts on e-learning in the higher education in Croatia and 90 questionnaires were collected and analyzed. Further, we connected these findings with the results of the factor analysis which was performed on the complete survey.
The results of the factor analysis have served as input in the multicriteria decision model (AHP) that we have developed in the Choice phase. The AHP model will be presented in the article and qualitative and quantitative evaluation of the model will beindicated. The quantitative evaluation of the model and the fourth phase - the implementation of e-learning will be the topic of some other paper.

[Keywords]:
e-learning, mathematical modelling, decision making, AHP

[Title]:
Development of AHP based model for decision making on e-learning implementation

Nina Begičević, Blaženka Divjak, Tihomir Hunjak

University of Zagreb Faculty of Organization and Informatics
Pavlinska 2, 42 000 Varaždin

[Abstract]:
Abstract. Strategic planning of e-learning implementation includes decision making about the most suitable form of implementing e-learning on different levels. Decision making about e-learning implementation has been covered as consisting of four phases: (1) intelligence, (2) design, (3) choice and (4) implementation. During the Intelligence phase we have precisely identified our central decision problem and have conducted situation analysis. In the Design phase we have developed alternatives and established criteria and subcriteria. Then, we have created the questionnaire about the importance of the advantages and goals of e-learning implementation and about criteria and subcriteria essential for decision making. The survey has been conducted on the sample of e-learning experts in Croatia. First, the pilot survey was performed on the sample of 33 experts. Then the sample was extended on the almost entire group of experts on e-learning in the higher education in Croatia and 90 questionnaires were collected and analyzed. Further, we connected these findings with the results of the factor analysis which was performed on the complete survey. The resu

[Keywords]: e-learning, mathematical modelling, decision making, AHP

[Title]:
Prioritisation of e-learning forms based on pair-wise comparisons

Tihomir Hunjak Nina Begičević

University of Zagreb Faculty of Organization and Informatics
Pavlinska 2, 42 000 Varaždin

[Abstract]:
There are different forms of teaching using ICT, and they differ according to the level of technological support, the role and tasks of the participants, the level of students' participation, the physical location of the participants and their interaction.
Distance learning is the common name for the process of obtaining knowledge and skills with the assistance of ICT and other forms of distance study. E-learning is a special form of such teaching. In terms of the teaching materials' specific qualities, and the recommendation of teaching methods for successful teaching, there are different options for applying e-learning in teaching. E-learning can be used either as an independent form of teaching, or as a support to the already established systems of education, or even as their addition. The problem that is being solved in this paper is the prioritisation of e-learning forms for the specific teaching unit, subject, group of subjects, or the whole teaching programme. All this should be done regarding the context, which is characterised by the quality and innovative teaching, available professionals, equipment, possibility of students' approach to technology, organization of teaching, and rules and regulations.
This problem was solved with the assistance of AHP models developed in the process of group decision making supported by sw TeamEC2000.

[Keywords]:
e-learning, AHP model, group decision making

[Abstrakt Hr]:
Sažetak: Postoje različiti oblici izvođenja nastave uz pomoć ICT koji se razlikuju po razini tehnološke potpore, ulozi i zadacima sudionika, razini uključenosti studenata, te po fizičkoj lociranosti sudionika i njihovoj interakciji. Opći naziv za proces stjecanja znanja i vještina primjenom ICT i ostalih formi učenja na dal jinu je obrazovanje na daljinu. Poseban oblik takve nastave je e-learning.
Sukladno specifičnostima nastavnog gradiva i metodičkim preporukama za uspješno izvođenje nastave, postoje različite mogućnosti za primjenu e-learning u nastavi. E-learning se može koristiti kao nezavisan oblik nastave ili kao podrška već uspostavljenim sustavima obrazovanja, odnosno kao njihova nadopuna.
Problem koji se rješava u ovom radu je kako za određenu nastavnu cjelinu, predmet, grupu predmeta ili čitav program odabrati najprikladniji oblik uvođenja e-learninga u nastavu s obzirom na kontekst karakteriziran kvalitetnom i inovativnom nastavom, raspoloživim stručnim osobljem, opremom, mogućnošću pristupa studenata tehnologiji, organizaciji nastave te pravilima i propisima.
Ovaj problem rješava se uz pomoć AHP modela razvijenog u procesu grupnog odlučivanja podržanog sw TeamEC 2000.

[Keywords Hr]:
Ključne riječi: e-learning, AHP model, grupno donošenje odluka

[Title]:
Prioritization of e-learning forms: a multicriteria methodology

Nina Begicevic Blaženka Divjak Tihomir Hunjak

University of Zagreb Faculty of Organization and Informatics
Pavlinska 2, 42 000 Varaždin

[Abstract]:
Strategic planning of e-learning implementation includes decision making about the most suitable form of implementing e-learning on different levels in an institution. Decision making about e-learning implementation has been covered as consisting of four phases: (1) intelligence, (2) design, (3) choice and (4) implementation. During the Intelligence phase we have precisely identified our central decision
problem and have conducted situation analysis. In the Design phase we have developed alternatives and established criteria and subcriteria. The questionnaire about the importance of the advantages and goals of e-learning implementation and about criteria and subcriteria significant for decision making was created.

Essential for the survey was use of Croatian e-learning experts that are familiar with higher education
(HE) environment. Further, we connected these findings with the results of the factor analysis which was performed on the survey. The results of the factor analysis have served as input in the multicriteria decision model (AHP) that we have developed inthe Choice phase. In the implementation phase we have solved the problem of prioritisation of e-learning options with the help of multi-criteria modelling in the process of group decision making. In this article, firstly we will present and analyze the results of the survey. Secondly, the outputs of factor analysis will be stated and compared with the model used in the questionnaire. Finally, the structure of AHP model will be given and the results of the quantitative evaluation of the model will be presented.


Published by Springer-Verlag 2007

[Keywords]:
E-learning · Mathematical modelling · Group decision making · AHP

[Title]:
THE IMPLEMENTATION OF TECHNOLOGY ENHANCED LEARNING AT DISLOCATED UNIVERSITY WORKPLACE

Štefan Svetský, Oliver Moravčík, Pavol Tanuška, Anna Reháková, Dagmar Rusková

Faculty of Materials Science and Technology in Trnava, Paulínska 16, Trnava, Slovakia

[Abstract]:
The paper deals with experience and specific issues related to the implementation of
Technology Enhanced Learning (TEL) at dislocated university workplace in conditions analogical to blended and distance learning. The support learning system bases on developing of online material at public domain (conceptualisation stage), content processing via package of informatics tools (construction stage) and online shared workplace at university server (dialogue stage and feedback).
In context with Maeys’ Conceptualisation cycle all three stages are supported by informatics tools developed for content processing, programming of templates and tailor-made internet applications. Several examples for multilingual and courses of study support, including obtained experience from feedback are presented.

Published on ICETA 2008 (www.svti.sk)

[Keywords]:
eLearning, Virtual Learning Environment, distance education, blended learning, content processing, text processing