e-learning from the perspective of teachers at the university of zagreb student paper e-learning...

Student paper

E-learning from the E-learning from the perspective of teachers perspective of teachers at the University of Zagrebat the University of Zagreb

INFuture conferenceZagreb, 2013

Anamaria Kudrna & Lana LjevakovićDepartment of Information and Communication SciencesFaculty of Humanities and Social Sciences

E-learning from the perspective of E-learning from the perspective of teachers at the University of Zagrebteachers at the University of Zagreb

1) Summary2) Introduction3) Hypothesis4) Method5) Results6) Conclusion7) References8) Post research

E-learning from the perspective of E-learning from the perspective of teachers at the University of Zagrebteachers at the University of Zagreb

1)1) Summary Summary - our research in short2) Introduction3) Hypothesis4) Method5) Results6) Conclusion7) References8) Post research

SUMMARY: SUMMARY: our research in short

PURPOSE:o investigate teachers’ attitude about e-learning

TARGET:o teaching staff of the faculties of the University of Zagreb

TOOLS:o online survey

ASSUMPTION AND RESULTS:o based on SRCE’s research

• motivation and interest exists• support and technical infrastructure lack• different needs, depending on the field of study

E-learning from the perspective of E-learning from the perspective of teachers at the University of Zagrebteachers at the University of Zagreb

1) Summary2)2) Introduction Introduction - why and what about e-learning3) Hypothesis4) Method5) Results6) Conclusion7) References8) Post research

INTRODUCTION: INTRODUCTION: why and what about e-learning

IMPORTANCE:o improvement of IT, widespread of interneto inevitable trend in educationo integral enhancement of standard education

SRCE’S STUDY:o (University Computing Centre) - annual e-learning survey at UNIZG

KEY ELEMENTS OF E-LEARNING:o technical framework (out)o faculty support (SRCE)o teacher’s motivation (we)o student participation (L. Pavišić)

E-learning from the perspective of E-learning from the perspective of teachers at the University of Zagrebteachers at the University of Zagreb

1) Summary2) Introduction3)3) Hypothesis Hypothesis - how, why and what we assumed4) Method5) Results6) Conclusion7) References8) Post research

HYPOTHESIS: HYPOTHESIS: how, why and what we assumed

SOURCE (SRCE):o faculty administration affects techers’ attitude towards e-learningo University ‘s support for participation would be motivating

1ST ASSUMPTION:o teachers’ motivation and interest in e-learning exists

2ND ASSUMTION:o teachers lack incentive and support in implementation of e-

learning into their courses

3RD ASSUMTION:o teachers at technical and natural sciences faculties would be more

prone to using e-learning than teachers in the social and humanistic field of study

E-learning from the perspective of E-learning from the perspective of teachers at the University of Zagrebteachers at the University of Zagreb

1) Summary2) Introduction3) Hypothesis4)4) Method Method - which tools we used and how we got the data5) Results6) Conclusion7) References8) Post research

METHOD: METHOD: which tools we used and how we got the data

TOOLS:o Google Form online survey

QUESTIONS:o 20 questions about e-learning, in 4 categories:

1) demographics2) activity and awareness3) external incentives4) ambition, motivation and attitude

DATA PROCESSING:o collected through the surveyo organized in a spreadsheeto sorted and filteredo correlations between certain data groups were calculated

E-learning from the perspective of E-learning from the perspective of teachers at the University of Zagrebteachers at the University of Zagreb

1) Summary2) Introduction3) Hypothesis4) Method5)5) Results Results - what the data showed6) Conclusion7) References8) Post research

RESULTS: RESULTS: what the data showed

AGE:o mostly middle aged

RESULTS: RESULTS: what the data showed

ACADEMIC RANK:o mostly assistants

E-LEARNING USE:o largely depends on the faculty

RESULTS: RESULTS: what the data showed

TRACKING NEEDS:o most would like to track student activity

RESULTS: RESULTS: what the data showed

COMPUTER USE:o vast majority uses

RESULTS: RESULTS: what the data showed

ORDER AND SUPPORT:o majority does not receive

RESULTS: RESULTS: what the data showed

OPINION ON QUALITY:o most have a positive opinion

RESULTS: RESULTS: what the data showed

INTEREST TO LEARN:o most are motivated

RESULTS: RESULTS: what the data showed

TIME TO LEARN:o majority has time

RESULTS: RESULTS: what the data showed

FIELD OF STUDY:o HUM and SOC most, ART and BIOMED least

RESULTS: RESULTS: what the data showed

AWARD AWARENESS:o most are aware of awards

RESULTS: RESULTS: what the data showed

COMPUTER USE:o vast majority uses

RESULTS: RESULTS: what the data showed

USAGE AND AGE:o not dependant

E-learning from the perspective of E-learning from the perspective of teachers at the University of Zagrebteachers at the University of Zagreb

1) Summary2) Introduction3) Hypothesis4) Method5) Results6)6) Conclusion Conclusion - how we interpreted the data7) References8) Post research

CONCLUSION: CONCLUSION: how we interpreted the data

RESULTS:o e-learning useo largely DEPENDS ON THE FACULTYo does not depend on teacher’s ageo most teachers are NOT ORDERED AND SUPPORTEd to use ito most teachers o use COMPUTERSo would LIKE TO TRACK student activityo LIKE the idea of e-learningo are MOTIVATED and HAVE TIME to learn ito are aware of awardso field of studyo HUM and SOC mosto ART and BIOMED least

CONCLUSION:• motivation and interest exists (confirmed)• support and technical infrastructure lack (confirmed)• different needs, depending on the field of study (TECH and

NAT has most need) (partly refuted)

E-learning from the perspective of E-learning from the perspective of teachers at the University of Zagrebteachers at the University of Zagreb

1) Summary2) Introduction3) Hypothesis4) Method5) Results6) Conclusion7)7) ReferencesReferences8) Post research

REFERENCES: REFERENCES: what we used for research

oCentar za e-učenje. Rezultati ankete o e-učenju na Sveučilištu u Zagrebu (prosinac 2012. godine). May 2013. http://www.unizg.hr/fileadmin/rektorat/dokumenti/e-ucenje/Sveuciliste_u_Zagrebu_Anketa_e_ucenje_2012_Rezultati_20130604.pdf (30.08.2013.)oGoogleForm. https://support.google.com/drive/topic/1360904?hl=en&ref_topic=2811744 (May 2013)oPavešić, Leon. Istraživanje mišljenja studenata Filozofskog fakulteta u Zagrebu o Omega sustavu za učenje na daljinu. Zagreb, 2012oUniversity of Zagreb. E-learning strategy 2007 – 2010. May 2007. http://www.unizg.hr/fileadmin/rektorat/dokumenti/eucenje_strategija/University_of_Zagreb-E-learning_strategy.pdf (30.08.2013.)

E-learning from the perspective of E-learning from the perspective of teachers at the University of Zagrebteachers at the University of Zagreb

1) Summary2) Introduction3) Hypothesis4) Method5) Results6) Conclusion7) References8) Post research - what all this means, and what nextwhat all this means, and what next

POST RESEACRH: POST RESEACRH: what this means and what next

KEY ELEMENTS OF E-LEARNING:o technical framework (supposed to lack)o faculty support (lacks)o teacher’s motivation (exists)o student participation (exists)

WHAT NEXT:o research larger and bigger sample (onter UNI’s)o comparation to SRCE’s survey

DO YOU HAVE:

oa comment?

oa question?

oa suggestion?

Thank you for your Thank you for your attention!attention!

Anamaria KudrnaLana Ljevaković