Page 213 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
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Using Academic Online Conference
in Teaching and Learning Process:
A Case Study
Edin Tabak
University of Zenica
edin.tabak@ff.unze.ba
Damir Kukić
University of Zenica
damir.kukic@pf.unze.ba
This text provides a comparative analysis of the implementation of a teach-
ing methodology that uses an online academic conference as an assessment
tool in two different contexts. The comparison of the implementation of the
methodology in different contexts indicates that small classes are not the best
context for using this tool. In a large class, sharing of new information was very
dynamic due to the strength of many weak ties, while this sharing decreased
in a small class. However, the study found that even small classes with more
strong ties can provide ground for new information, suggesting that not only
a network should be treated as dynamic but also its nodes, since the nodes are
changed in different situations and contexts, transforming the strong ties into
weak ties and vice versa. The proposition is thus that creativity in learning pro-
cess is result of network configuration of both different people and contexts.
Keywords: learning environments, online conference, assessment tool, social
network, strength of weak ties
Introduction
One of the authors of this text has been involved in teaching a course at
Curtin University in Australia that uses an online asynchronous conference
as an assessment tool, and this method has been implemented in a course
at the University of Zenica in Bosnia and Herzegovina. The first part of the
course involves writing the conference paper, improving it after feedback,
and also designing and discussing how to run the conference and promote
it. This students’ collaboration and the online conference in the final stage
of the course, around which the whole learning journey is designed, provide
an authentic learning experiences with the assessment blending in with that
experience (Allen 2011). This text presents a comparative analysis of using this
new teaching methodology in different context – in a relatively large class in
Štemberger, T., S. Čotar Konrad, S. Rutar in A. Žakelj, ur. 2022. Oblikovanje
inovativnih učnih okolij. Koper: Založba Univerze na Primorskem.
https://doi.org/10.26493/978-961-293-139-1.213-223
in Teaching and Learning Process:
A Case Study
Edin Tabak
University of Zenica
edin.tabak@ff.unze.ba
Damir Kukić
University of Zenica
damir.kukic@pf.unze.ba
This text provides a comparative analysis of the implementation of a teach-
ing methodology that uses an online academic conference as an assessment
tool in two different contexts. The comparison of the implementation of the
methodology in different contexts indicates that small classes are not the best
context for using this tool. In a large class, sharing of new information was very
dynamic due to the strength of many weak ties, while this sharing decreased
in a small class. However, the study found that even small classes with more
strong ties can provide ground for new information, suggesting that not only
a network should be treated as dynamic but also its nodes, since the nodes are
changed in different situations and contexts, transforming the strong ties into
weak ties and vice versa. The proposition is thus that creativity in learning pro-
cess is result of network configuration of both different people and contexts.
Keywords: learning environments, online conference, assessment tool, social
network, strength of weak ties
Introduction
One of the authors of this text has been involved in teaching a course at
Curtin University in Australia that uses an online asynchronous conference
as an assessment tool, and this method has been implemented in a course
at the University of Zenica in Bosnia and Herzegovina. The first part of the
course involves writing the conference paper, improving it after feedback,
and also designing and discussing how to run the conference and promote
it. This students’ collaboration and the online conference in the final stage
of the course, around which the whole learning journey is designed, provide
an authentic learning experiences with the assessment blending in with that
experience (Allen 2011). This text presents a comparative analysis of using this
new teaching methodology in different context – in a relatively large class in
Štemberger, T., S. Čotar Konrad, S. Rutar in A. Žakelj, ur. 2022. Oblikovanje
inovativnih učnih okolij. Koper: Založba Univerze na Primorskem.
https://doi.org/10.26493/978-961-293-139-1.213-223
