| Last modified | Name | Summary |
|---|---|---|
| Monday, 30 November 2009, 01:22 PM | Što je InterMeCo? | |
| Monday, 30 November 2009, 01:29 PM | Što je Moodle? | Osnovne informacije o sustavu Moodle. |
| Saturday, 24 May 2008, 10:36 PM | Je li online-učenje za mene? | Online-učenje se razlikuje od nastave u tradicionalnoj učionici, pa je poželjno, prije no što odlučite sudjelovati u online-nastavi, upoznati se s osnovnim karakteristikama učenja u virtualnom okružju, te preispitati vlastite stavove i predispozicije. |
| Tuesday, 11 March 2008, 09:37 AM | Kako mogu ući u InterMeCo? | Ulaz u InterMeCo obavlja se putem vašeg osobnog AAI@EduHr korisničkog računa |
| Monday, 1 February 2010, 06:16 PM | Ukratko o nekim izbornim e-predmetima | |
| Wednesday, 13 January 2010, 06:33 PM | Interaktivne "zidne" novosti - objavite vijest, zanimljivu poveznicu, komentar, prijedlog ili ideju..(može i anonimno ;-) | |
| Wednesday, 2 July 2008, 02:27 PM | Kukolja Taradi S, Đogaš Z, Dabić M, Drenjančević Perić I. Scaling-up Undergraduate Medical Education: Enabling Virtual Mobility by Online Elective Courses. Croat Med J. 2008 Jun;48(3):344-51 | |
| Wednesday, 2 April 2008, 12:50 PM | Blending problem-based learning with Web technology positively impacts student learning outcomes in acid-base physiology | Suncana Kukolja Taradi, Milan Taradi, Kresimir Radic and Niksa Pokrajac. Blending problem-based learning with Web technology positively impacts student learning outcomes in acid-base physiology. Advan. Physiol. Edu. 29: 35-39, 2005. Abstract World Wide Web (Web)-based learning (WBL), problem-based learning(PBL), and collaborative learning are at present the most powerfuleducational options in higher education. A blended (hybrid)course combines traditional face-to-face and WBL approachesin an educational environment that is nonspecific as to timeand place. To provide educational services for an undergraduatesecond-year elective course in acid-base physiology, a rich,student-centered educational Web-environment designed to supportPBL was created by using Web Course Tools courseware. The courseis designed to require students to work in small collaborativegroups using problem solving activities to develop topic understanding.The aim of the study was to identify the impact of the blendedWBL-PBL-collaborative learning environment on student learningoutcomes. Student test scores and satisfaction survey resultsfrom a blended WBL-PBL-based test group (n = 37) were comparedwith a control group whose instructional opportunities werefrom a traditional in-class PBL model (n = 84). WBL studentsscored significantly (t = 3.3952; P = 0.0009) better on thefinal acid-base physiology examination and expressed a positiveattitude to the new learning environment in the satisfactionsurvey. Expressed in terms of a difference effect, the meanof the treated group (WBL) is at the 76th percentile of theuntreated (face-to-face) group, which stands for a "medium"effect size. Thus student progress in the blended WBL-PBL collaborativeenvironment was positively affected by the use of technology. |