The 4th International Scientific Conference eLSE "eLearning and Software for Education“

1. “E-LEARNING – A CASE STUDY” The 4th International Scientific Conference eLSE "eLearning and Software for Education“ April 17-18, 2008 Bucharest, Romania Zlatko NEDELKO University of Maribor, Faculty of Economics and Business, Maribor, Slovenia, E-mail: zlatko.nedelko@uni-mb.si

2. Agenda • I. The selected problem • II. Introduction to e-learning • III. Participant’s readiness for e-learning • IV. Case study • V. Some conclusions

3. I. The selected problem (1) • In general we can distinguish between technical point of view of the problematic of e-learning (e.g. technology, internet, and computers  “hard factors”) and participants’ readiness/willingness for incorporation in e-learning process (“soft factors”) • Most of the literature about problematic of e-learning is usually focused on technical point of view • Problematic about participants’ readiness and/or willingness for incorporation in e-learning process is often neglected in the literature

4. I. The selected problem (2) • Paper provides suggestions which are (selected) important factors, which influence on participants’ readiness for participation in e-learning process • Paper also provides results from the research in which we examine participant's readiness for incorporation in e-learning process

5. II. Introduction to e-learning • Distance education (traditional mail  ICT supported – known as e-learning) • According to several proposed definitions most general and/or common definition of e-learning refers to any learning which is supported and/or made possible by the use of modern ICT and computers • E-learning process  change • Possible benefits (e.g. time and place flexibility, no commuting) • Possible disadvantages (e.g. costly and complex technology, limited support) • Open issue about participants’ readiness for incorporation in e-learning process

6. III. Participant’s readiness for e-learning (1) • Readiness to participate in e-learning process (differs from traditional) • When assessing participants’ readiness (suitability) for incorporation in e-learning process, several important issues must be addressed: (1) participant’s level of skills and knowledge for working with modern ICT and computers – basic skills for working with ICT and computers are required, influence on success;(2) materials and literature used in e-learning process e-literature, easy distribution, attitudes towards usage of e-literature

7. III. Participant’s readiness for e-learning (2) (3) participants’ personal values – the fit between values needed for incorporation in e-learning process (“values of e-learning”) and personal values of participants. Selected (important) values are: usage of modern technologies, working at distance, self-discipline and responsibility and reliability (4) participants’ attitudes towards education at distance – participants must be willing to learn at distance • Research was conducted among 155 undergraduate students of2nd and 3rd year of study at Faculty of Economics and Business

8. IV. Case study (1) Participants’ level of skills and knowledge for working with modern ICT and computers • All 155 participants has a computer at home, use internet for studying purpose and has at least one active e-mail address • Students’ knowledge and skills for working with computer and modern ICT are relatively good (e.g. 95 % as good or better)

9. IV. Case study (2) Materials and literature used in e-learning process • 76 % of asked participants are interested in using e-literature (e.g. PDF format) • 84.5 % students like to use multimedia instead of traditional materials; 15.5 % students prefer traditional materials and literature • 98.7 % students believe that use of e-literature (also) in traditional education process will enrich it • 76.1 % students think that appropriate designed e-literature can replace traditional literature

10. What characteristics should have a good e-literature Majority of students are willing to use e-literature and are therefore suitable for participation in e-learning process 36.8 % understandable text to students 36.1 % easy to use 11 % clearness of text 6.5 % goal attainment 1.9 % good appearance 2.6 % interactive test for reiteration 1.9 % entertaining content 1.9 % quotation of references for additional study literature, etc … IV. Case study (3)

11. IV. Case study (4) Participants’ personal values • Self-discipline - participants were asked to evaluate importance of self-discipline (as a value) for them • Responsibility and reliability -

12. IV. Case study (5) Participants’ attitudes towards education at distance • More than 90 % of asked students are interested in e-learning • Attitudes towards distance working/studying – working from home • We see that after asking more precise question fewer students are very interested in participation in e-learning process

13. V. Some conclusions • Open issue about participants’ readiness for participation in e-learning process • Several factors influences participants’ readiness for participation in e-learning process: (1) participants’ level of skills and knowledge for working with modern ICT and computers; (2) materials and literature used in e-learning process; (3) participants’ personal values; and (4) participants’ attitudes towards education at distance • An average student in survey is quite ready for incorporation in e-learning process

14. Discussion Thank You for Your attention Mail to: zlatko.nedelko@uni-mb.si