Page 29 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 29
Didaktični vidik uporabe informacijsko-komunikacijske tehnologije v visokem šolstvu
Schlooser, Lee Ayers, in Michael Simonson. 2010. Distance Education: Definition
and Glossary of Terms. Greenwich, CT: Information Age Publishing.
Sorčnik, Ksenija. 2003. »Elektronsko učenje.« http://lisa.uni-mb.si/student/
predmeti/mk/baje2003-2004/pdf/sorcnik.pdf
Southern Association of Colleges and Schools. 2012. »Distance and Correspon-
dence Education.« www2.fgcu.edu/ACS/Files/SACSCOC_Distance_and
_correspondence_policy_final.pdf
Uzunboylu, Huseyin. 2006. »A Descriptive Review of Mainline E-larning Projects
in the European Union: E-learning Action Plan and E-learning Program.«
2017. Cyption Journal of Educational Sciences. http://www.eric.ed.gov/
ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/cb/5c
.pdf
WVAdultEd. 2016. WVAdultEd Instructor Handbook. http://wvde.state.wv.us/abe
/tcher_handbook_pdf/section13.pdf
A Didactic Aspect of the Use of Information-Comunication Technology
in Higher Education
The implementation of information-communication technology and the intro-
duction of e-learning into higher education significantly redesign didactics of
higher education. This requires a shift away from the classical forms of knowl-
edge transfer and competence creation, and highlights the role of higher ed-
ucation teachers and their relationship to learners. Lecturers are not the only
source of modern knowledge transfer, but their role is changing into the de-
signer of online learning tools. Likewise, with e-learning, the pedagogical pro-
cess itself changes at the level of the learner’s role. It is not just a passive object
of receiving information, but must take on a more active role and become co-
responsible and independent in developing competences. Despite the strong
intention to introduce e-learning into higher education, it is imperative to be
aware of the weaknesses that this brings and which must be taken seriously in
the direct pedagogical work.
Keywords: ICT, distance education, correspondence education, e-learning,
higher education
29
Schlooser, Lee Ayers, in Michael Simonson. 2010. Distance Education: Definition
and Glossary of Terms. Greenwich, CT: Information Age Publishing.
Sorčnik, Ksenija. 2003. »Elektronsko učenje.« http://lisa.uni-mb.si/student/
predmeti/mk/baje2003-2004/pdf/sorcnik.pdf
Southern Association of Colleges and Schools. 2012. »Distance and Correspon-
dence Education.« www2.fgcu.edu/ACS/Files/SACSCOC_Distance_and
_correspondence_policy_final.pdf
Uzunboylu, Huseyin. 2006. »A Descriptive Review of Mainline E-larning Projects
in the European Union: E-learning Action Plan and E-learning Program.«
2017. Cyption Journal of Educational Sciences. http://www.eric.ed.gov/
ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/cb/5c
WVAdultEd. 2016. WVAdultEd Instructor Handbook. http://wvde.state.wv.us/abe
/tcher_handbook_pdf/section13.pdf
A Didactic Aspect of the Use of Information-Comunication Technology
in Higher Education
The implementation of information-communication technology and the intro-
duction of e-learning into higher education significantly redesign didactics of
higher education. This requires a shift away from the classical forms of knowl-
edge transfer and competence creation, and highlights the role of higher ed-
ucation teachers and their relationship to learners. Lecturers are not the only
source of modern knowledge transfer, but their role is changing into the de-
signer of online learning tools. Likewise, with e-learning, the pedagogical pro-
cess itself changes at the level of the learner’s role. It is not just a passive object
of receiving information, but must take on a more active role and become co-
responsible and independent in developing competences. Despite the strong
intention to introduce e-learning into higher education, it is imperative to be
aware of the weaknesses that this brings and which must be taken seriously in
the direct pedagogical work.
Keywords: ICT, distance education, correspondence education, e-learning,
higher education
29
