Examples of e-course level assessments

1. Assessment of the e-course "Introduction to Didactics" according to the level of application of e-learning technologies (level 1 UNIZG)

The e-course "Introduction to Didactics" uses basic e-learning system functionalities that correspond to the first level of application according to the categorisation of the University of Zagreb. At this level, the emphasis is on ensuring access to information about the course, publishing teaching materials and enabling basic communication with students.

The course provides students with easy and timely access to all key information. The course website provides general information about the course (lecturer, lecturers, consultation dates), as well as learning outcomes such as “explain basic didactics concepts” or “analyse basic didactics models”. A weekly work plan is also available, for example with the topics “Didactics as a science” and “Teaching objectives and learning outcomes”. The list of required and additional literature includes a textbook on didactics and scientific articles available through the HRČAK repository.

Students have access to selected teaching materials in their original form, such as lecture presentations in PDF format and a sample lesson plan. This allows them to follow lectures and prepare for seminar activities.

E-mail is used for communication between teachers and students, for example, to arrange consultations or send notifications. A general discussion forum is open within the e-learning system, where students can ask questions about course content or organisational details, for example, about deadlines for submitting term papers.

The technologies used include e-mail, basic e-learning system functionalities and a forum. All the above confirms that the course belongs to the first level of e-learning integration, since its role is primarily informative and communicative, without more complex forms of interactivity or systematic evaluation.

2. Assessment of the e-course "Fluid Mechanics" according to the level of application of e-learning technologies (level 2 UNIZG)

The Fluid Mechanics e-course integrates an e-learning system with traditional teaching to facilitate knowledge acquisition and improve student monitoring. At this level, the use of technology goes beyond a purely informative role and introduces structured content, interactive elements and basic forms of evaluation.

Teaching materials are organised by teaching units (lectures, seminars, exercises) and are available through the e-learning system. For example, in the unit "Basic Equations of Fluid Mechanics", students can access presentations, detailed notes and additional flow illustrations. Each unit contains links to required and recommended literature.

Open forums are used for communication and discussion. The news forum is used for official teacher announcements (e.g. changes in the date of the final exam), while special course-related forums are intended for content-related questions, such as discussions on the application of Bernoulli's equation in hydraulic systems. Students also communicate with each other in discussion forums, where they can exchange experiences from laboratory exercises.

Students have access to a calendar of course events with dates for lectures, exercises, midterms and assignment submissions. Notifications are regularly posted through the system, including midterm results and feedback on assignments.

The course includes self-assessments in the form of short quizzes with feedback, for example after the unit on laminar and turbulent flow. Assignments are submitted online, and teacher grades and comments are available to students in the system. This makes it easier to monitor progress and enables transparent evaluation.

For additional learning support, a glossary/dictionary with definitions of key terms, such as "Reynolds number" or "dynamic viscosity", is used. The teaching material is supplemented with videos of laboratory exercises and audio explanations of more complex parts of the lecture. When necessary, lectures can also be held in real time via video conferences or webinars, for example, consultations on hydrostatic equilibrium problems.

Student administration is also managed in the e-learning system: grades, points and class attendance are recorded. This way, teachers have insight into progress, and students can check their status at any time.

The technologies used include an e-learning system, videoconferencing, webinars and an e-portfolio system. This moves the Fluid Mechanics course from a basic informational level to a second level of e-learning integration, where the emphasis is on organization, learning support and systematic student monitoring.

3. Assessment of e-courses "Electronic Educational Environments" according to the level of application of e-learning technologies (level 3)

The Electronic Educational Environments e-course represents an example of a high level of integration of e-learning into the teaching process. The emphasis is not on the simple transfer of knowledge, but on creating a student-centered environment in which the competencies, attitudes and values necessary for functioning in a digital society are developed.

All teaching material is organised by teaching units and is available via the e-learning system. Each unit (e.g. "Pedagogy in a Digital Environment" or "Theoretical Models of e-Learning") includes multimedia materials, presentations, video lectures, interactive displays and links to additional resources.

Individualisation of the teaching process is ensured through the possibility of independent selection of some activities, such as choosing topics for seminar papers, flexible times for online consultations or customised learning paths within the system. Students can thus monitor their own progress and create their own personal development plan with the help of the e-portfolio system.

The environment is designed so that students take an active role and responsibility for achieving learning outcomes. For example, in forums and webinars, students lead discussions about current research, while in collaborative tools they create joint projects (e.g. design their own e-course). This encourages the development of competencies, critical thinking and collaborative learning.

The course includes mechanisms for developing core competencies such as digital literacy, communication skills and teamwork. A system of values and attitudes is also developed in the e-environment, for example through discussions on the ethics of artificial intelligence in education or digital inclusion. Students' creativity is encouraged by assignments in which they are required to design their own digital teaching activities using open-source tools.

The e-learning system records and grades all relevant student activities, including participation in discussions, access to materials, quiz results and assignment submissions. Assignments, seminars and online tests are submitted and graded in the system, with feedback from teachers and peers.

Administrative aspects are also integrated: grades, points, attendance and progress are automatically recorded and available to students at any time. Video conferences and webinars are used for live lectures, but also for mentoring work in smaller groups. The e-portfolio system allows students to track their own development through reflective notes and work samples.

All the above shows that the Electronic Educational Environments course is structured in such a way that it provides students with not only knowledge, but also the development of key competencies, attitudes and creative potential. This achieves a shift from a teacher-centered model to a student-centered approach that is in line with level 3 integration of e-learning technologies.