Abstract
The definitions of online learning resources are discussed within two approaches for classifying existing learning technology, the pedagogical and the functional approach. The findings of a survey about online learning resources use among 1667 students are presented with a focus on differences among study disciplines. Average mean for a total sample and the differences according to disciplines are presented in five subsections: The Online learning content, Interactive technology, Social network sites, Communication and collaboration technology, Information organising technology.
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Acknowledgements
The study was financed by a young researcher for acquiring a PhD scheme of Slovenian Research Agency (ARRS) as a part of PhD study. Andreja Istenic Starcic was nominated as a mentor of a young researcher in 2011 (6316-3/2011-784). Maja Lebenicnik was selected as a young researcher in 2012. A survey among students of the University of Ljubljana was conducted without additional financing within a project: «The integration of information and communication technology in the higher education pedagogical process» led by University of Ljubljana in June and early July 2017. The project» «The integration of information and communication technology in the higher education pedagogical process» is co-financed by the European Union from the European Social Fund and the Republic of Slovenia. Authors would like to thank participating students and vice-rector of the University of Ljubljana, prof. Goran Turk for promoting a survey among students. Tables with statistical results are available on a request to authors’ emails.
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Lebenicnik, M., Istenic Starcic, A. (2018). The Online Learning Resources Definition and Students’ Use in Higher Education Across Disciplines. In: Wu, TT., Huang, YM., Shadiev, R., Lin, L., Starčič, A. (eds) Innovative Technologies and Learning. ICITL 2018. Lecture Notes in Computer Science(), vol 11003. Springer, Cham. https://doi.org/10.1007/978-3-319-99737-7_40
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