scholarly journals THE QUALITY STANDARD FOR MULTIMEDIA CONTENT IN E-EDUCATION ON THE EXAMPLE OF HIGHER EDUCATION IN BIH

2019 ◽  
Vol 34 (1) ◽  
pp. 263-270
Author(s):  
Siniša Tomić ◽  
Dalibor Drljača ◽  
Igor Grujić
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Bosnia And Herzegovina ◽  
Quantitative Data ◽  
Higher Education Institutions ◽  
Target Population ◽  
Multimedia Content ◽  
Central Research ◽  
E Learning ◽  
Electronic Education

Today, more than ever, it is necessary to standardize the electronic teaching content, to set quality standards and to separate quality from bad content. Higher education institutions must take an active role in the development and use of information technologies in teaching processes. The central research topic in this paper is the empirical research, where the collected primary quantitative data is stored in the corresponding database and further analyzed. This paper examines the effects and inductive character of the multimedia concept of electronic education in Bosnia and Herzegovina. The research was conducted on students of the higher years of studies at various higher education institutions in Bosnia and Herzegovina. The knowledge, experience and skills that students acquire are the most merits and relevant results of the e-learning implementation. In order to achieve good results, it is necessary to create an adequate online learning environment and, if possible, to personalize it. Unfortunately, the non-standardization of multimedia content and of the process of delivering electronic content reduces the effects of such teaching. This problem is expressed everywhere in the World, and so with us. Higher education institutions must accept and even design new e-learning models in order to meet the needs of users for this type of teaching and learning.The target population in this research were students of higher years of study at various higher education institutions in Bosnia and Herzegovina, where electronic education was represented. An additional requirement was that universities have implemented Distance Learning systems providing free and unrestricted access to the target population. The idea was that the students of the first year of graduate studies do not enter the research, as they hypothetically do not yet have established a critical opinion about the field of interest of this research, which would probably adversely affect the quality of the obtained results. The empirical research was conducted through a questionnaire (period: October 2016 - January 2017), where primary quantitative data were collected, compiled into an appropriate database and further analysed.

scholarly journals DDLM - Quality Standard for Electronic Education Programs in Higher Education of Bosnia and Herzegovina

2020 ◽  
Vol 18 (2) ◽  
Author(s):  
Siniša Tomić ◽  
Dalibor Drljača
Keyword(s):  
Higher Education ◽  
Bosnia And Herzegovina ◽  
Information Technologies ◽  
Quality Standard ◽  
Web Based ◽  
Current State ◽  
Learning Programs ◽  
E Learning ◽  
Electronic Content ◽  
Electronic Education

The Web-based technological revolution has brought new teaching opportunities and concepts. This expands the range of educational opportunities based on new digital technologies, while certain obstacles and dangers appear that this type of education brings with it at the same time. Electronic education systems should be flexible and it would be ideal if able to meet the specific needs of each student individually. On the other hand, it is extremely important to standardize teaching electronic content, define all vertical and horizontal processes in the electronic education system, and set quality standards that must be respected. Higher education institutions must take an active part in the development and implementation of information technologies in teaching processes. DDLM (Demand-Driven Learning Model) clearly defines the structure of Web-based teaching delivery, so that it essentially defines the quality standard of e-learning programs based on Web technologies. The problem of non-standardization of electronic educational content, poorly defined processes in the system, such as the delivery of electronic content, control activities, personalization or irregular updates, is present everywhere in the world, and so with us. The research conducted in this paper examines the population of students of higher years of study, as well as students of the second and third cycle of study at 5 universities in Bosnia and Herzegovina, in order to get a clear picture of the current state of electronic education in our country. The survey was conducted on 565 students between October 2016 and January 2017. Following the methodology of scientific research, the empirical research was primarily conducted through a survey questionnaire, where primary quantitative data were stored in a database and further analysed, after which we reached the relevant scientific knowledge.

scholarly journals Digital Maturity of Higher Education Institutions in Bosnia and Herzegovina: Teachers’ Assessment

2021 ◽  
Vol 7 (1) ◽  
pp. 160-169
Author(s):  
Mirela Mabić ◽  
Daniela Garbin Praničević
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Bosnia And Herzegovina ◽  
Business Processes ◽  
Higher Education Institutions ◽  
Public Higher Education ◽  
Research Results ◽  
Creative Commons

This paper presents the research results on digital maturity in higher education institutions in Bosnia and Herzegovina (BiH). Empirical research was conducted among employees of eight public higher education institutions in spring 2020. Digital maturity was examined through seven dimensions. The results show that higher education institutions in BiH started the digitalization process more than five years ago. They have been continuously working on the digitalization of all business processes and activities. According to employees, on a scale from 1 to 5, digitalization of their higher education institutions is somewhere in the middle (between 3 and 4). The institutions have room for improvement in all dimensions. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

E-learning perspectives in higher education institutions

2021 ◽  
Vol 166 ◽  
pp. 120618
Author(s):  
Violeta MILIĆEVIĆ ◽  
Nebojša DENIĆ ◽  
Zoran MILIĆEVIĆ ◽  
Ljiljana ARSIĆ ◽  
Milica SPASIĆ-STOJKOVIĆ ◽  
...  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
E Learning

scholarly journals MOOCs as Disruptive Innovation in Higher Education

2018 ◽  
Vol 1 (1) ◽  
pp. 10-12
Author(s):  
Kamarudin Hussin
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Higher Education Institutions ◽  
Disruptive Innovation ◽  
Virtual Learning Environment ◽  
The Internet ◽  
Free Access ◽  
Access To Higher Education ◽  
E Learning

The advancement of technology in higher education is always perceived as a valuable innovation that create better impact to the society. The advent of the Internet for instance, has magnificently created important features in learning environment globally. Higher education community optimizes the Internet as an essential resource, communication platforms and dynamic tools in their core teaching-learning, research, consultation activities, entertainment and many others. Moreover, innovations such as mobile technology has successfully broadened access to the Internet and related online services and facilities. Higher education institutions as the hub for technology development and innovation have invested in virtual learning environment to support current needs of global population. Related to this fact, e- learning modules and contents are offered across universities, and interested learners in public communities are benefited by this opportunity. Educators and experts in higher education institutions are delivering their knowledge, discoveries and expertise via e-learning platforms and other supported technology. Equally important, e-learning has successfully expanded opportunities for lifelong and flexible learning, and offered a solution for practical issues and increasing student numbers. As a matter of fact, e-learning has been proposed as a promising way out for many complex issues such asfunding constraints, increasing demand and access to higher education while improving quality and high impact educational provisions in many countries. While addressing these issues, higher education administrators, educators, researchers and policy makers have developed responses in various frameworks. Initiatives such as Competency-Based Online Programs, development of open source materials, flipped classroom and Massive Open Online Courses (MOOCs) have contributed towards reducing cost of higher education as well as increasing access to higher education. MOOCs technology has proven its capability to reach massive audienceof about 30,000 students at a time. Across the globe, MOOCs offer free access to online course lectures, self- paced lessons, readings, problem sets, blogs, discussion boards, peer assessment and even online discussion group platforms for global students (Leon and Price, 2016). In 2017, MOOCs offered more than 9,400 courses with more than 500 MOOC based credentials according to data gathered by Class Central. Excitingly, MOOC platforms have recorded more than 81 million learners to date (Class Central, 2017).  

E-LEARNING DURING THE COVID-19 PANDEMIC: A PRACTICAL ASPECT

2021 ◽  
Vol 138 (4) ◽  
pp. 110-117
Author(s):  
PRYTULSKA Natalia ◽  
BOZHKO Tetiana ◽  
KAMINSKYI Serhii
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Practical Aspect ◽  
Synchronous Learning ◽  
E Learning

The proposed article considers the relevance and feasibility of the transition of higher education institutions to e-learning during the COVID-19 pandemic, outlines the features and problems that arise in e-learning. Keywords: е-learning, online educational platform, synchronous learning, asyn­chronous learning.

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