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The goal of this paper is to examine the difference in dimensions of online university teaching relative to the domain of education. The dimensions of online teaching correspond to the theoretical model of community of inquiry framework developed in the year 2000 by Garrison, Anderson and Archer and comprise teaching, social and cognitive presence. The paper presents an international quantitative research carried out in the school year 2021/2022 and using survey technique among students (N=808) from Serbia, Bosnia and Herzegovina, Croatia, Slovenia, Romania, and Russia. A modified version of an instrument for examining online instruction and its dimensions was applied and tested, while the analysis of the internal consistency of this instrument showed a high level of reliability (a=0,941). The Kruskal-Wallis test demonstrated that there are statistically significant differences among the dimensions of online teaching in relation to the field of education. The highest score is consistently observed in the field of Social sciences and humanities, followed by the field of Engineering and technology, Natural sciences and mathematics, Art and interdisciplinary studies, whereas the lowest scores are observed in the field of Medical sciences. The results indicate the specificities of each educational field that were not recognized and taken into consideration by educational technology in its universal approach, which implies the necessity of creating educational technology that would be relevant for different educational fields, as well as focusing on a combination of online instruction and on-site teaching and learning.

The aim of the study is to analyze the perception of media literacy of educational community (high school and college students, higher educational population and masters of science) using a combination of qualitative and quantitative research methods. The survey was conducted during 2021. Technique of interview was used on a sample of 120 participants about participants' perceptions of media literacy. Total 107 participants gave complete responses, and the results are evaluated based on established categories according to the level of accuracy of answers. Categories are formed according to content analysis and cross-referenced with socio-demographic characteristics. Having in mind a favourable educational structure of the research sample, the starting thesis is that respondents will have a clear understanding of media literacy. The results indicate that the majority of participants properly perceive media literacy in terms of critical reflection of media content, but not as the ability to produce media content as an essential characteristic of participatory culture, which leaves space for improvement and development of a productive cooperation of media users, as the inevitable trend of modern, media-driven society. The qualitative nature of this study enabled the recognition of diverse and deeper categories of phenomena of media literacy in current scientific knowledge. This qualitative approach of the comprehension of media literacy provided insights that are valuable as theoretical contribution, but are first and foremost a precious asset for the creators of media policy, especially for media education strategies.

Digital games also provide the opportunity to gain different experiences, broaden horizons, change behavior, and often socialize and network with other people. And while the initial stigmatization and suspicion of the scientific and professional, as well as the general public, is slowly decreasing, the trend and importance of the application of digital games in learning is growing, both at the level of individuals (through informal education) and institutions (through informal or formal). The number of researches on the effects of their application is increasing, especially since the beginning of the new millennium. This paper provides an overview of the educational potential of digital games and categorizes the results of the most significant research into the effects of their application in formal, non-formal and informal education. The paper illustrates the above results by going through numerous examples of specific mainstream or educational games.

This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary, spelling, and grammar, as well as rich demographic and language background data. We first demonstrate high reliability for ENRO tests and their convergent validity with existing meta-analyses. We then provide a bird's-eye view of first (L1) and second (L2) language comparisons and examine the relative role of various predictors of reading and listening comprehension and reading speed. Across analyses, we found substantially more overlap than differences between L1 and L2 speakers, suggesting that English reading proficiency is best considered across a continuum of skill, ability, and experiences spanning L1 and L2 speakers alike. We end by providing pointers for how researchers can mine ENRO data for future studies.

The subject of this paper is theoretical and empirical research of students' motivation, teaching focus and students' and teachers' roles in the teaching process of higher education. The research presented in the paper was conducted on a sample of two pedagogical faculties: the Preschool Teacher Training College in Kikinda in Serbia and the Faculty of Pedagogy in Pitesti, Romania during the 2019/2020 school year. The findings show that students' motivation to learn is moderately high, and that internal motivation is more prevalent than external. Most of the students state that they take the role of participants in teaching process, and that their teachers take the role of a source of knowledge. The teaching focus, based on the students' answers, is predominantly focused on the content of teaching. These results indicate a solid but not satisfactory picture of pedagogical practice. It is necessary to shift the focus of teaching to students, to develop a democratic climate ng in which teacher represents support of the learning process (the role of catalyst of the learning process), and to develop students' initiative, independence and responsibility in learning, which strengthens the role of active, independent participants. To this statement also contributes the finding that the teaching focus on the sample in Romania was far more focused on students than in Serbia, and that the internal motivation of students in Romania was far higher than the internal motivation of students in Serbia. Moreover, a relatively more favorable pedagogical picture of the faculties in Romania, in line with the statistically significant differences in relation to Serbia, is in line with the general picture of a country with a better socio-economic position and management (as an EU member). Therefore, the results of this study are in many ways interesting and relevant, and as such can be important to theorists and practitioners from a psycho-pedagogical, but also from the point of view of management in education.

The beginning of the 21st century marked an evolutionary "leap" in Internet technology - the transition from static web pages whose content was determined solely by their creator to dynamic, interactive user-created web pages and the emergence and proliferation of social networks as a special and multi-purpose cyber info-sphere. In such a new and dynamic environment, naturally the need for new ways of functioning of public relations has emerged, finding new approaches and methods that would successfully fit into the new digital environment and take advantage of all the newly created potential. This next evolutive stage of the Internet - Web 2.0 brought interactive access web-pages, blogs, social networks/media, targeted advertising and pod-casts have become new and vital fields of contemporary PR. The new interactive technologies have enabled not only more accurate identification of target groups but also direct access to the collection of unimaginable quantity and quality of data that describes not only groups but individuals as well. This quantum leap in knowledge of target audiences made possible more precise "tailoring" of messages for each of them, thus dramatically increasing the effectiveness of these messages. This paper will analyze the principles, functions and possibilities of modern digital public relations, the methods and tools for it`s application as well as practical examples.

The paper discusses the interaction and inter-relationship between culture and socio-technological changes caused by the development of digital media, with an overview of changes that are happening in the field of culture and cultural participation in the last few decades. These changes occur in the domain of audiences, cultural creativity, cultural institutions and cultural markets. Paying special attention to the participatory turn in the field of culture, the paper provides an overview of the main trends and innovations in the field of cultural creativity and dissemination of cultural goods given to digital media, which are illustrated by various practical examples. The review and analysis of the transformation of the cultural sphere offered in this paper may be of importance to cultural theorists and practitioners, individuals involved in the process of cultural creation or management of cultural institutions, and cultural policy makers.

The aim of this paper is to present and analyse the Internet of Things and Technology-Supported Learning Environments, which represent current technological trends of higher education development. The method used in the paper is content analysis of available scientific literature - theoretical and empirical. It is shown how the application and integration of these technologies trigger significant socio-technological changes in the conditions in which higher education operates. The results show that the application of these technologies enables material savings, that it can result in increasing of the efficiency and effectiveness of the higher education processes and in adapting of the teaching process to the individual needs of students. The paper further discusses the challenges and risks that these technological change can bring to higher education and society as a whole. In the conclusion, it is pointed out that despite the numerous advantages that are being realized, it is necessary to develop human resource competencies and find solutions related to the ethical use of data.

This paper considers changes caused by new technologies that enable an increasing participation of average Internet users in the field of cultural production. From the perspective of pyramidal participation, different forms of achieving user participation in culture are presented, according to the level of freedom they achieve, that is the structure of the relationships in participation. The main argument of the paper is that development of culture can be accelerated by increasing participation in cultural production. Accordingly, a link between participation pyramid and the competencies related to transmedia literacy is made, in order to point out the potential that transmedia literacy can have for enriching global culture.

Both theory and practise agree that, in order to achieve numerous advantages of interactive teaching, it is crucial that teachers and students have experience in interactive work and posses some social competencies. Interactive teaching are ineffective when teachers lack pedagogical knowledge and experiences and when students unaccustomed to interaction in class. That is why this paper presents the most important experiences in interactive teaching practise in a university environment, shows examples of good practice and points out the most common challenges that teachers may face. Teaching techniques that enable a smooth flow of interaction and enable better effects in the field of learning are offered. The paper recommends techniques of “breaking the ice”, building trust, and the gradual introduction of interaction from working in pairs, from smaller to larger groups. The paper further recommends student grouping techniques, which serve as a mechanism for improving the quality of interaction and finally present ideas and experiences for guiding simulations and role plays as one of the most effective interactive methods.

In literature, teaching climate is closely related to be connected to school performance, such as students’ achievement, engaging, confidence, classroom discipline and school effectiveness. This pa...

This paper analyses the phenomenon of collective intelligence, which is intriguing and increasingly important, and it presents research that provides interesting insights about its existence and presence. The central part of this paper analyzes various trends and theories which are associated with the collective intelligence in order to show it in a larger context. Furthermore, the paper provides an overview of examples of collective intelligence in humans and provides parallels with various management techniques and practices that testify that the knowledge of this phenomena and advantages of its use in a variety of human activities have been known for a long time. In conclusion, the importance of collective intelligence is emphasized for the development and evolution of the human society, constituting possible directions for further development of this field and raising questions about further potential directions. This paper was produced using the method of content analysis of domestic and foreign literature, the classification method, the description method, the comparative method, the method of analysis and synthesis and the historical method.

Change in patterns of conversation and informing of individuals caused by Web 2.0 application, have made another possibility of using Web 2.0 for citizens' civic engagement, in creation alternative movements and their communication and mobility in the community. Studies investigating the bond between civic engagement and media literacy are rare and valuable for the reflection and sociological and managerial interpretation of civil, responsible engagement of individuals in both their 'real' environment, and in relationships that they establish in a virtual social arena. The paper is based on the research results in Serbia, and previous research in the world, that testify the interconnectedness and interdependence of civil engagement with the use of virtual platforms. The research subject is therefore focused on testing the connection between new media literacy and civic engagement on the sample of academic and educational community in Serbia, and the results have confirmed this connection. We believe that the new media (especially the internet) are important instruments for disabling limitations and differences of physical space. Those conclusions have been made carefully, with interpretive and theoretical reducing of research findings; starting from the ambivalent relationship between space and technology that become even more pronounced with the expansion of the possibilities of new media, Internet and mobile communication technologies. Finally, the study suggests new directions for the development of civic engagement and society democratization through the process of multimedia education.

The aim of this study is to examine new media competencies of the members of the Serbian academic community in relation to their digital participation (Facebook, Twitter, YouTube, forums and message boards). The questionnaire has a high representativeness coefficient of KMO=.90, while the questionnaire as a whole has a high reliability of .91. The results indicate that there is a significant correlation between the respondents’ digital participation and almost all NML components. The greatest contribution of this study is in overcoming the empirical and theoretical dilemmas about the relationship and interactions between the modern man and social networks within the digital environment. Our research shows that there is a positive correlation between the respondents’ participation in digital social networks and new media literacy.

The aim of this research was to determine the presence of leadership characteristics and features in the employees of the educational institutions in Croatia and Serbia. Research tasks have been realized by comparing the answers of the respondents from Croatia and Serbia in relation to the evaluation of professional and leadership characteristics and personality traits, examined by the survey and scaling techniques, instruments in the form of a questionnaire and an attitude scale. The research population consists of elementary and secondary schools found on the territories of the entire Croatia and Serbia, while the research sample consists of 237 principals, teachers, professors, assistants in schools who have participated in the research in Croatia and 252 respondents who have participated in the research in Serbia. The statistical SPSS package was used for data processing (factor scores at Promax extracted dimensions, correlations and discriminant analysis). The data point to the more favourable results in the case of the participants from Croatia who, in relation to their colleagues in Serbia, show more expressed leadership characteristics ., U radu se polazi od humanističko-razvojne, prema pojedincu orijentirane koncepcije odgoja i obrazovanja, odgoj se shvaća kao komunikacijsko interaktivni proces koga definiraju implicitni, neuhvatljivi i iracionalni momenti, kao i nova uloga škole fokusirana fenomenom liderstva. Populaciju istraživanja čine osnovne i srednje škole na teritoriju Hrvatske i Srbije, dok istraživački uzorak čini 237 ravnatelja, učitelja, nastavnika, stručnih suradnika škola koji su se odazvali istraživanju u Hrvatskoj i 252 ispitanika koji su se u Srbiji odazvali istraživanju. Cilj istraživanja je utvrđivanje prisutnosti liderskih svojstava i osobina kod zaposlenih u obrazovnim ustanovama Hrvatske i Srbije, a zadaci istraživanja realizirani su komparacijom odgovora ispitanika sa teritorija Hrvatske i Srbije u odnosu na procjenu profesionalnih svojstava, liderskih karakteristika, osobina ličnosti, ispitivanih tehnikom anketiranja i skaliranja, instrumentima u vidu upitnika i skala stavova. Dobiveni podaci obrađeni u statističkom SPSS paketu (deskriptivna analiza, faktorska analiza na ekstrahiranim Promax dimenzijama, korelacije i diskriminantne analize) ukazuju na povoljnije rezultate kod ispitanika iz Hrvatske, koji u odnosu na kolege u Srbiji, bolje prepoznaju liderske osobine.

Cilj predstavljenog istraživanja jest utvrđivanje statistički značajnih razlika u strukturi i izraženosti liderskih osobina, profesionalnih karakteristika i osobina ličnosti ovisno o sociodemografskim karakteristikama zaposlenih u odgojno-obrazovnom sustavu Hrvatske i Srbije te ovisno o državi u kojoj žive i rade. Uzorak istraživanja, provedenog 2011. godine, čine osnovne i srednje škole na teritoriju Hrvatske i Srbije. Populaciju čine 237 ravnatelja, učitelja, nastavnika i stručnih suradnika u Hrvatskoj te 252 u Srbiji. Prikupljeni podaci obrađivani su statističkim procedurama deskriptivne statistike, analize glavnih komponenti i kanoničke diskriminativne analize te zatim kvantitativnom i kvalitativnom analizom. Najveća zanimljivost ove studije jest to da ispitanici iz Hrvatske pokazuju razlike u liderskim karakteristikama, osobinama ličnosti i profesionalnim odlikama ovisno o sociodemografskim kriterijima. Ispitanici iz Hrvatske dali su različite odgovore prema svim sociodemografskim kriterijima, osim kad je riječ o ustanovi u kojoj rade, a srpski postižu statističke značajne razlike prema dva kriterija: spolu i dobi. Praktične implikacije rezultata ovog istraživanja su: sagledavanje liderskih, profesionalnih i osobnih svojstava nužnih u oblikovanju kriterija izbora te briga za osobni i profesionalni razvoj zaposlenih u odgojnim i obrazovnim institucijama u Hrvatskoj i Srbiji. Intencija je na prepoznavanju i jačanju kompetencija odgojno-obrazovnog djelovanja koje usmjeravaju obrazovanje prema viziji inovacijskih institucija budućnosti., Th e aim of the research presented here was to establish the statistically relevant diff erences in the structure and prominence of leadership, professional and personality traits of professionals employed in the education systems of Croatia and Serbia with respect to their socio-demographic characteristics and to the respective countries in which they live and work. Th e sample of this study, conducted in 2011, consisted of primary and secondary schools on the territory of Croatia and Serbia and the population of the survey included 237 principals, teachers, lecturers and specialist staff in Croatia and 252 in Serbia. The collected data were analysed by the methods of descriptive statistics, principal component analysis and canonical discriminant analysis, followed by the quantitative and qualitative analysis. The most interesting feature of this study is reflected in the fact that the survey subjects from Croatia show differences in their leadership and professional characteristics and personality traits with respect to the socio-demographic criteria. They gave diff erent answers according to all criteria, except for the criterion of the institution of employment, while the Serbian respondents achieved statistical signifi cant differences according to two criteria: those of age and gender. Practical implications of this research include an understanding of leadership, professional and personal competencies and characteristics needed in forming the criteria of choice, and a concern for the individual and professional growth of employees in the educational institutions of Croatia and Serbia. The intention is to recognize and strengthen the competencies involved in educational activities which direct education towards the vision of innovative institutions of the future., Das Ziel der dargestellten Untersuchung war es, statistisch relevante Unterschiede in der Struktur und Ausprägung von Führungsqualitäten, professionellen Eigenschaft en und Persönlichkeitsmerkmalen bei den Beschäft igten im kroatischen und serbischen Bildungssystem im Hinblick auf ihre soziodemographischen Merkmale sowie den Staat, in dem sie leben und arbeiten, festzustellen. Das Untersuchungsmuster der 2011 durchgeführten Befragung bestand aus Grund – und Mittelschulen auf dem Gebiet von Kroatien und Serbien. Befragt wurden 237 Schulleiter, Grund –und Mittelschullehrer sowie fachliche Mitarbeiter in Kroatien sowie 252 in Serbien. Die erhobenen Daten wurden mit den statistischen Verfahren der deskriptiven Statistik, Analyse der Hauptkomponenten und kanonischer diskriminativer Analyse sowie durch quantitative und qualitative Analyse ausgewertet. Das interessanteste Ergebnis dieser Studie ist, dass die Befragten aus Kroatien Unterschiede in den Führungsqualitäten, Persönlichkeitsmerkmalen und professionellen Eigenschaften in Abhängigkeit von soziodemographischen Kriterien aufweisen. Die Befragten aus Kroatien gaben verschiedene Antworten nach allen soziodemographischen Kriterien, mit Ausnahme der Einrichtung, an der sie beschäft igt sind, während die serbischen Befragten statistisch relevante Unterschiede nach zwei Kriterien aufweisen: nach dem Geschlecht und dem Alter. Praktische Implikationen dieser Untersuchungsergebnisse sind: Bewusstmachung von notwendigen Führungsqualitäten, professionellen und persönlichen Eigenschaften für die Bestimmung von Auswahlkriterien sowie Sorge um die persönliche und professionelle Entwicklung der Beschäft igten in den Bildungseinrichtungen in Kroatien und Serbien. Das Ziel ist, Erkennung und Förderung von Kompetenzen für die erzieherische Bildungstätigkeit, die bahnbrechend für die innovativen Bildungsinstitutionen der Zukunft sind.

The aim of research is to determine differences in media literacy competences in relation to socio-demographic characteristics of examinees from academic society in Serbia. This research was conducted in 2013 on 726 examinees. Hypotheses have been analysed by multivariate analysis of variant (MANOVA) and correlation analysis while testing differences in professions regarding incomes has been done by X2 analysis. The results show that there are significant differences in media literacy competences among examinees regarding gender, age, area of education and income. The results do not differ from the results of other cultural, economic and social contexts.

The purpose of this study is examining the roles university teachers assume in the educational process in relation to the ownership structure of their faculties: private or state-owned. The research was conducted in 2014 on Serbian faculties of engineering, on the sample of 545 students and 167 teachers. The method used on data obtained from the questionnaire was descriptive analysis (frequencies and percentages). Findings suggest that the roles of teachers employed at private faculties are more compatible to the new education paradigm than the roles assumed by the teachers on state-owned faculties. Conclusion that could be derived from those findings is that teachers on private faculties are abandoning traditional and non-flexible roles, and are turning to new models of teaching which focus on a proactive, constructivist role of the student and assign to the teacher the role of a mentor, more appropriate for digital era.