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In this paper the first level of KirkPatrick's model is used to evaluate the reaction of learners on the online training program conducted at the Maldives National University (MNU). A measurement instrument assessing learners' engagement, satisfaction and relevance of the content was developed and evaluated. A sample of 46 university teachers involved in the training program was used to evaluate the measurement instrument. The results revealed strong positive correlation between all three research constructs. Detailed analysis of participant’s responses showed that COVID-19 related lockdown has played a significant role in participants’ perception of their engagement and satisfaction with the training program.

The central topic of this research paper is virtual team performance in an academic context in which students use communication platforms to perform their tasks. The Task-Technology Fit model and various aspects of communication quality and usability of communication tools were used as a theoretical framework as they are considered to be important for the virtual team performance, but still understudied in that context. This paper presents a preliminary evaluation of a measurement instrument that was used to analyse processes in virtual teams in a university setting. Participants were university graduates in software engineering (N=64) who collaborated in virtual teams and extensively used various communication applications for their task related activities. The results confirmed the reliability and validity of the scales of our measurement instrument and revealed that communication quality was the most influential and statistically significant predictor of perceived performance in virtual teams.

This systematic literature review aimed at identifying the pedagogical approaches, aligned with Education 4.0, used to support teaching computer science courses with undergraduate and graduate students in Europe. A three-step coding process was conducted to identify and analyse 20 papers. Quantitative and qualitative analysis of the selected papers revealed a three-cluster solution with common characteristics that could be used to describe those pedagogical approaches. The review also showed that the term Education 4.0 is still relatively new and has not been conceptualised in terms of computer science courses, although the characteristics of Education 4.0 are visible throughout the pedagogical approaches.

Kratki osvrt na e-učenje na Fakultetu Organizacije i Informatike, Sveučilišta u Zagrebu te primjer organizacije kolegija iz Web programiranja u sustavu Moodle.

U ovom radu, autori ispituju korelacije varijabli među konstruktima – korištenje sustava, zadovoljstvo i neto učinci modela DeLone i McLean u području platforme za stjecanje, vrjednovanje i certificiranje digitalnih kompetencija. Presječno anketno istraživanje implementirano je putem Interneta i korišteno je za prikupljanje 1725 odgovora učenika u šest europskih zemalja. Za izvještavanje o rezultatima analize podataka korištene su deskriptivne te inferencijalne statistike. Nalazi su pokazali da je takvu platformu moguće implementirati u formalni kurikulum osnovnih i srednjih škola. Također, odluka učenika o tome hoće li koristiti sustav u budućnosti uvelike ovisi o tome kako platforma doprinosi uspjehu njihovog procesa učenja. Rezultati također sugeriraju da su nastavnici neizbježni dio takvog procesa i da su potrebni za postizanje punog potencijala platforme.

The article describes the device for telemetry and control of the technical state of chemical current sources. The controlled parameters are the residual capacity, voltage, discharge current, temperature of current sources. The article presents a functional scheme of the device, its feature being galvanic isolation of the current source circuit and the monitoring device. To provide galvanic isolation, the authors propose a circuit solution for non-contact current measurement in order to reduce the error in measuring currents of various magnitudes. An asynchronous parallel-serial data transfer interface is used for the exchange with the upper-level system. The article describes the algorithm of telemetry device operation, which is implemented for the 1887VE4U microcontroller. When developing the device, the main difficulty was the need to ensure the minimum weight and dimensions and use only domestic-made electronic components to comply with the import substitution strategy in the Russian economy., Описано устройство телеметрии и контроля технического состояния химических источников тока. Контролируемыми параметрами являются остаточная ёмкость, напряжение, разрядный ток, температура источников тока. Приведена функциональная схема устройства, особенностью которой является обеспечение гальванической развязки цепи источника тока и устройства контроля. Для обеспечения гальванической развязки предложено использовать схемотехническое решение для бесконтактного измерения тока с целью снижения погрешности при измерении токов различной величины. Для обмена с системой верхнего уровня использован асинхронный параллельно-последовательный интерфейс передачи данных. Описан алгоритм работы устройства телеметрии, который реализован для микроконтроллера 1887ВЕ4У. При разработке устройства основная трудность заключалась в необходимости обеспечить минимальные массогабаритные параметры и использовать электронные компоненты только отечественного производства в рамках реализации стратегии импортозамещения в экономике России.

This chapter presents a model of a novel adaptive online knowledge assessment system and tests the efficiency of its implementation. System enables continual and cumulative knowledge assessment, comprised of sequence of at least two interconnected assessments, carried-out throughout a reasonably long period of time. Important characteristics of the system are: (a) introduction of new course topics in every subsequent assessment, (b) re-assessment of earlier course topics in every subsequent assessment iteration, (c) in an adaptive manner, based on student’s achievements during previous assessments. Personalized post-assessment feedback guides each student in preparations for upcoming assessments. The efficiency has been tested on a sample of 78 students. Results indicate that the proposed adaptive system is efficient on an individual learning goal level.

Many educational institutions, especially the ones in higher education, implement Learning Management System (LMS) to assist teachers in teaching and aiding the students in learning. Some of such features available to teachers include logging student’s activity and creating custom tests. This paper aims to: (1) Identify relationship between the student’s activity on the course and their success on the self-assessment tests ; and to (2) Create behavioural profiles of students. In order to do so, the correlation analysis and cluster analysis are performed on a data set retrieved from a course implemented on the Moodle LMS at the University of Zagreb, Faculty of organization and informatics. The research results indicated the relationship between students´ activities and their performance, as well as the profiles of students based on their activities and success on tests.

Rapid diffusion of Information and Communication Technologies (ICT) in all professional and personal areas require digital maturity from schools. In order to assess this aspect of school, a concept of digitally mature school has been developed and translated into different frameworks. In this paper, we describe development methodology of Framework for Digitally Mature Schools (FDMS) in Croatia. The FDMS, together with the accompanying instrument and software, represents a unique and comprehensive tool set for the assessment of digital maturity of a school. The FDMS recognized five areas divided into 38 elements that are described on five digital maturity levels in the form of a rubric.

U ovom radu opisana je metolodogija razvoja Okvira za digitalnu zrelost škola (ODZŠ) u Hrvatskoj, pripadajući mjerni instrument, te je dan pregled rezultata procjene razine zrelosti škola. Okvir zajedno s pripadajućim instrumentom i on-line aplikativnom programskom potporom predstavlja jedinstveno i sveobuhvatno rješenje za procjenu digitalne zrelosti škola i davanje smjernica za podizanje digitalne zrelosti. Okvir je organiziran u 5 osnovnih područja podijeljenih na 38 elemenata od kojih je svaki opisan s 5 razina zrelosti u obliku rubrike. Prvo testiranje mjernog instrumenta digitalne zrelosti izvršeno je na 151 školi u Hrvatskoj.

This paper studies relationships in the conceptual model based on cultural dimensions of learning and users' beliefs. For such purpose, a questionnaire consisted of 44 items was developed and administered to 225 students of undergraduate study programmes. Although no respectable cultural differences were found, this paper enhances the understanding of males’ and females’ perception of using Moodle, social relationships and temporal issues. Also, considerable differences were noted between students of different study programmes in their perception of social relationships.

Current implementation of the Bologna Process in the Republic of Croatia requires that students earn their final grades through continuous effort exerted during the entire semester. To facilitate continuous monitoring and evaluation of students’ knowledge and activities, we designed a new adaptive assessment system that incorporates the elements of adaptivity within a series of assessments. Its design allows for a continuous and cumulative knowledge assessment wherein earlier course topics are re-assessed in every subsequent assessment in an adaptive manner based on individual students’ achievement of learning goals related to those topics in previous assessments. This paper shows how the system uses a predefined set of rules to adapt questions for each student during the re- assessment of earlier content. The system also facilitates individual post-assessment feedback inferred from previous assessment of each student. Its purpose is to stimulate the emergence of appropriate learning strategies in order to improve the success in achieving learning goals related to re-assessed course topics.

In our earlier works (Srdjevic et al., 2012 ; Pipan et al., 2013) it was shown that if there are several available Learning Management Systems (LMS), a multi-criteria method AHP (Analytic Hierarchy Process) or DEXi multi-criteria model can be used to support decision maker in selecting the most suitable system. The decision making results of the application obtained by the individual expert using above mentioned methods have been already compared and published in Pipan et al. (2013). Here we extend an approach to group assessment. Three experts from the Technology Enhanced Learning (TEL) domain evaluated the same three LMSs against five typical criteria and their individual decisions were aggregated geometrically to obtain the final group decision. Unbiased weighting of decision makers is assumed and the consistency indicators were checked for each decision maker to justify associated equal weights and preserve that the final decision was correctly derived.