E-learning terminology

Accessibility refers to the inclusive practice of removing obstacles that prevent interaction with the contents and activities of e-college for people with disabilities and other difficulties. Teachers and instructional designers should strive to make e-courses clear, easy to understand, and easy to master fully. Students suffering from sensory, intellectual and other disabilities often need the help of digital tools of assistive/assistive technology in order to successfully access and use such content and this should be taken into account.

Active learning is a process during which students are actively involved in building understanding of facts, ideas, and skills through teacher-led tasks and activities, requiring students and teachers to form a dynamic partnership and share responsibility for the learning process (Bonwell and Eison).

Asynchronous learning allows students to carry out activities in the educational process at different times, unlike synchronous learning, in which all students are required to attend a certain lecture or exercise, write a test, take an exam, etc., at the same time. Although the time available to students is not unlimited, the teacher defines a certain period in which the activity must be completed; students still have the flexibility to organize their time and obligations within that period.

Examples of asynchronous learning in classical teaching are reading books, doing homework, preparing a project assignment or seminar, while in online and hybrid teaching, examples of asynchronous teaching are the use of digital teaching materials, solving online tests, communicating via forums, etc.

Blended learning is a combination of traditional live teaching (face-to-face) and distance learning using digital technologies, but not at the same time. Part of the activity takes place in the classroom, and part in the online environment, according to a pre-planned schedule of activities.

Cognitive load theory is a cognitivist theory of learning that was introduced in the mid-1980s by the Australian psychologist John Sweller. A key premise of this theory is the attention paid to the human cognitive architecture: the characteristics and connections between long-term memory and working memory, and how the load on the cognitive system affects learning. Working memory is a critical part of that system as it allows new information to fit into long-term memory.

Collaborative learning is an approach in which students construct knowledge together through clearly structured tasks and interaction with each other. Key elements are positive interdependence, individual responsibility, stimulating face-to-face or online interaction, development of social skills, and group reflection.

DigCompEdu, or the European Digital Competence Framework for Educators, is a framework developed by the European Commission to define and promote digital competences for teachers and other education professionals. The framework describes the skills and knowledge needed for teachers to effectively use digital technologies in teaching, learning and professional development. The DigCompEdu framework describes in detail 22 digital competences divided into six areas, and seeks to provide guidance on how educators can use digital technologies to improve education and introduce innovations in their own teaching in response to the educational needs of new generations of 21st century learners and the application of modern pedagogical methods in educational work.

Digital transformation is the change associated with the application of digital technology in all aspects of human society. Digital transformation involves a change in leadership, different thinking, fostering innovation and new business models, incorporating the digitization of assets, and increased use of technology to improve the experience of an organization's employees, customers, suppliers, partners, and stakeholders.

Digital transformation in education requires teachers to adapt and adopt digital technologies, methodologies and thinking. Digital transformation in educational institutions is not about innovation or technology, but about culture. Digital transformation in education does not rely only on the teacher and student, but is significantly based on institutional strategies, policies and organizational processes. Through the digitization of the learning experience, both teachers and students can improve their skills with a common goal: to create a more active and effective educational process.

E-learning is an educational process (learning and teaching process) using information and communication technology that contributes to improving the quality of that process and the quality of educational outcomes.

E-learning (in a broader sense) represents a high-quality educational process in which teachers and students actively cooperate with the aim of achieving set educational goals. In doing so, they intensively use information and communication technology to create an adaptable virtual environment in which they develop and use multimedia interactive educational materials, achieve mutual communication and cooperation, students complete individual or group tasks and projects, and conduct continuous self-assessment and knowledge testing.