Research on the Implementation of E-learning Tools by Bulgarian and Foreign Universities

Over the past two years, the pandemic caused by the COVID-19 virus has put to the test all spheres of life not only in Bulgaria but also worldwide. It can be claimed that the educational sector has acted adequately and has been able to deal with the challenge. The article presents research on the implementation of various e-learning tools by Bulgarian and foreign universities. The research was conducted at the beginning of the pandemic caused by COVID-19 by surveying students and lecturers. It turns out that despite the plethora of e-learning tools, at many universities, even in technologically advanced countries such as China, in most cases, education is delivered through distance learning and course management systems, for instance Moodle. The research objective is to ascertain the degree of implementation of various e-learning tools at Bulgarian and foreign universities. The research subject is the degree of implementation of e-learning tools, whereas the research object is students and lecturers from Bulgarian and foreign universities. The hypothesis, which is proven, is that the implementation of diverse e-learning tools is insufficient, despite the fact that their importance is acknowledged at all levels of learning and teaching.

Pregled nekih alata i tehnika u vrednovanju praktične nastave u oblasti elektrotehnike

The application of new technologies has had a huge influence on the development of higher education over the last decade, especially during the COVID-19 pandemic. At many higher-education institutions, the traditional methods of teaching have been supplemented with learning or course management systems such as the Moodle platform. This combined methods of teaching have facilitated the transition to the “virtual” classroom and have become the new “standard” at all educational levels. The Moodle platform offers a variety of tools and activities for creating electronic instruction materials and exercises which provide realistic graphical, textual and numerical simulation of physical laboratory conditions within a virtual space. Some of the tools and activities that can be used for the evaluation of the acquired knowledge are: quizzes, assignments, classes etc. In the process of evaluating practical teaching in electrical engineering, quizzes are of special importance, comprising various categories of questions supported by multimedia contents such as images that can be incorporated within questions.

Copyright for Online Teaching

When supporting instructors in the development of online course materials, librarians frequently encounter questions regarding fair use and other copyright and licensing issues surrounding the delivery of course content in an online classroom or through course management systems that support traditional face-to-face teaching. The fair use statute is the primary law by which use of course materials online is evaluated. However, considerations of contract or license agreements must also be made when using digital or streaming materials. Special considerations exist as well depending on the material type.

From the Halls of Harvard to the Age of the Networker

Professional development in U.S. higher education was operationalized with sabbatical leaves for 150 years but has rapidly evolved through five ages since then – from conference attendance during the Age of the Scholar (1950s-60s) to the centrality of centers of teaching and learning in today's Age of the Networker (2000s-2010s). It continues to be influenced by everchanging professoriate and student populations, beginning with the introduction of the GI Bill and in the mid-20th century to the modern dependence of contingent faculty. Over the years, tenure lines have decreased, more students work full time, lawmakers and other stakeholders are more critical of colleges and universities, and students are less prepared academically but are more savvy with social justice. Faculty developers must carefully consider all of these matters when planning for the old standbys (e.g., new faculty orientation, navigating course management systems) and looking to what is needed for the future (e.g., accessible design, self-care, legislative mandates).

Edmodo Based E-Learning as a Media of Construction Building Learning

Edmodo based E-Learning is a social learning platform for teachers/lecturers, students or for parents that developed in late 2008 by Nic Borg and Jeff O "Hara Edmodo based E-Learning developed based on the principles of group based on class management and also social media. Edmodo based E-Learning is very comprehensive because access is faster and easier to use by using some of the features that function like course management systems. The learning process using teaching materials with Edmodo based E-Learning can be used as a reference in developing appropriate teaching materials for other materials to increase the level of thinking probabilistic learners. Edmodo is certainly a good choice for learning in the fourth industrial revolution era. This study is a literature that tries to express the ideas associated with the use of Edmodo based E-Learning in Building Construction Learning. This study has the following objectives: (1). Describe criteria of Edmodo based E-Learning that good. (2). Describe the material in accordance with the Edmodo based E-Learning in Building Construction learning. (3). Describing the use of Edmodo based E-Learning in Building Construction learning.

The Use of Course Management Systems in Pre-Service Teacher Education

Course management systems (CMSs) have now become firmly embedded into pre-service teacher education courses in many universities around the world to support teaching and learning. This chapter investigates some of the features of CMSs and how they are being used. In investigating the use of CMSs, some of the theories/models that underpin online and blended learning including social presence, community of practice (CoP), and constructivism are investigated. Some of the key themes that are discussed in this chapter include blended and flipped learning and the use of analytics. Contemporary spaces such as Facebook and Google Classroom are also investigated.