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This paper presents a case study on the use of Telegram as a platform for e-learning at the university level. The COVID-19 pandemic has accelerated the need for universities to adopt online learning, and Telegram has emerged as a popular platform for facilitating distance learning. Telegram offers the option to create group chats and channels, which can be used by instructors and teachers to discuss course content, provide updates, and answer students' questions. Additionally, students can use group chats to collaborate on projects and exchange ideas. Furthermore, Telegram has channels, which are broadcast platforms that enable professors to share course materials and lectures with their students. This feature can be particularly useful for large classes, where it might be challenging to engage with each student individually. The article emphasizes the easy accessibility of Telegram as a free and user-friendly messaging app, enabling students to access course materials, discussions, and lectures from their smartphones, tablets, or computers. The paper proposes conducting a comparative analysis of Telegram with other communication tools commonly used in elearning, such as email, discussion forums, and video conferencing platforms. The study aims to identify the strengths and weaknesses of each tool and make recommendations for selecting the most appropriate communication tool for different e-learning contexts. Overall, this paper aims to contribute to the growing body of literature on the use of Telegram as a platform for e-learning and provide practical insights for educators and students in the current online learning environment. [ABSTRACT FROM AUTHOR]

Nowadays, Flipped Learning and social networks as a means for E-Learning represent a challenge for contemporary higher education. The recent literature written on social networks as tools to enhance education has highlighted the relevance of these learning environments to achieve higher education's fundamental goals in colleges and universities. Most of the investigations confirm that Facebook, along with other social networks, media, and E-communication tools, can enable the university classroom's extension in a new way and support and enhance the Flipped Learning. Therefore, this paper aims to deepen and grasp the relationship between social networks and Flipped Learning in university education by drawing on the topics' primary scholarly literature. To better examine and understand this relation, we have conducted a case study and shown its results. This case study concerned the experience of using a methodology of teaching the sports humanities based on Flipped Learning enhanced by social networks in an Italian University. In order to collect the data, we have used qualitative-quantitative research methodologies. The data were obtained from interviews and survey questionnaires administered to a sample of students attending the online courses of Sports Humanities in an Italian University. Statistical and text analysis programs have processed the data. The programs have shown frequencies, knots, created word trees, lists, and concept maps regarding students' opinions on Facebook as a virtual learning environment to boost the Flipped Classroom. This analysis aimed to understand and grasp, by comparing data, how and whether the use of Social Networks has favored the development of a real Flipped Classroom in the course delivered and, together with it, the Flipped Learning in students. Finally, we used the research data to build an effective Flipped Classroom application model for university education in the sports humanities' scholarly domain. [ABSTRACT FROM AUTHOR]

This paper is about a case study and joint experience of three international business schools, measuring the results of the implementation of a joint international educational project, in order to improve university – business relationships, as well as better prepare the students for changes in the global labour market. The authors initiated a yearly recurring joint international educational project, and used it to develop a blended learning educational model, in order to systematically use both internationalization and university business relations to modernize their education in entrepreneurship and engineering management. The idea behind this model was to increase effectiveness of entrepreneurship education in universities and creating a win-win situation for both companies (who will receive support in their international strategy) and students (in terms of improved education). This papers shows the results of this case study in terms of measuring the effects of participation on knowledge, skills and attitude about working abroad on the participants. Participating students from both The Netherlands and Russia perceive a large development in knowledge and skills in doing business abroad, as well as an increase in study satisfaction, as a result of participating in the program. The attitude towards an international career is less clearly influenced by participating in this program. [ABSTRACT FROM AUTHOR]