Types of university teaching according to the level of application of e-learning technologies

In 2009, the University of Zagreb, by the decision of the Senate, prescribed teaching methods according to the level of application of e-learning technologies. At that time, as well as today, in 2025, the University of Zagreb generally applied a mixed form of e-learning. This approach is based on a combination of classical teaching methods (face-to-face in the classroom) with teaching that takes place in a virtual learning and teaching environment, i.e. with the use of e-learning technologies and in such a way that students carry out part of their educational obligations via the Internet, the web and personal devices (computers, laptops, smartphones or tablets).

In accordance with this decision, three levels of application of e-learning technologies in university teaching are distinguished, and the levels themselves are determined by the purpose, scope and method of application of information and communication technology (ICT) in teaching. Levels 1 to 3 refer to e-courses in which a mixed form of e-learning is applied. Higher levels imply the inclusion of elements determined for lower levels, i.e. they are upgraded and completed. Level 1 represents the lowest or simplest, and level 3 the highest or most complex.

In the table below, you can see the division into levels:

What should certainly be noted is that over time, in relation to this division (more than 16 years have passed), the development of new pedagogical knowledge and experiences related to the application of educational technologies, as well as the development of the technologies themselves, i.e. the technical aspect on which the levels are based, has led to the need to revise or upgrade this division, which we believe that Zagreb, as well as all other Croatian universities, will do soon. However, what certainly remains constant is the need for universities and their constituents to describe the differences in the application of ICT in teaching by their teachers, for several reasons: as a measure by which teachers can be guided and compared, or positioned, as motivation and a sort of instruction for increasing the use of ICT (if there is a need for it, of course) in their own teaching, as well as for a sort of quality assurance of e-learning and teaching in general. Some higher education institutions in the Republic of Croatia have their own versions of this division, created somewhat later and perhaps divided into multiple levels in order to better describe the situation at their institutions, but this is the longest-standing division that is still successfully used to describe the complexity/scope of e-courses.

Conclusion

The introduction of e-learning application levels at the University of Zagreb since 2009 has enabled a gradual and structured inclusion of technology in the teaching process. Although blended learning is still the most commonly used form of teaching today, it is clear that new opportunities have opened up over the years to improve the quality of learning and teaching. Understanding and using different levels helps teachers adapt their courses to the needs of students, but also to their own digital competences. Questions to ask yourself are:

• At what level of e-learning technology implementation are most of your courses currently, and why?
• What would you consider to be the biggest obstacle to moving to a higher level and how could you overcome it?

First, come up with a plan of specific steps you would need to take to advance your course to a higher level of e-learning implementation, and then estimate how much time you would need to implement each of those steps.

Make short notes for all of these questions and feel free to use these answers later in this course in one of the discussions or analyses.