online courses

  • MOOC model: dimensions and model design to develop learning

    Author: Fifilia Xiao
    Author: Bens Pardamean
    Year of publication: 2016
    Source: Show
    Pages: 28-39
    DOI Address:
    PDF: tner/201601/tner20160102.pdf

    Massive Open Online Course (MOOC) is a revolution in education. As learner, teacher presence and teaching method no longer depend upon time and distance, class enrolment also becomes open for more of the populace regardless of educational background. The goal of the research is to design a learning model that is in accordance with dimensions that are compatible with the MOOC rules. Literature review, a questionnaire, and interviews were used to define dimensions based on the MOOC rules. The research resulted in a model that is in accordance with MOOC categories and dimensions based on input from both users and developers.

  • On Forming Key Competences within the ICT-supported Instruction in Higher Education

    Author: Ivana Šimonová
    Institution: University of Hradec Kralove
    Author: Petra Poulová
    Institution: University of Hradec Kralove
    Author: Marcela Sokolová
    Institution: University of Hradec Kralove
    Author: Martin Bílek
    Institution: University of Hradec Kralove
    Year of publication: 2014
    Source: Show
    Pages: 134-147
    DOI Address:
    PDF: tner/201401/tner3511.pdf

    The paper presents research results of the two-year pedagogical experiment comparing test scores in three subjects (Database Systems, Management, IT English) taught either in the ICT-supported way, or in the traditional face-to-face way at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. The main research objective was to find out whether ICT contribute to increasing learners’ knowledge and consequently to forming key competences. Didactic tests as the main tool were used within the pedagogical experiment which followed the “pre-test - instruction - post-test - post-test2” structure. The research sample included 687 respondents. Obtained results proved there were no statistically significant differences in learners’ knowledge in both approaches to instruction. The results were discussed from two important points of view: (1) teachers’ and learners’ ability to use the potential of ICT in teaching/learning and (2) the role of teaching/learning styles in the ICT-supported instruction.

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