Goran Bubaš

Web 2.0 in education and potential factors of Web 2.0 use by students of information systems

This paper analyzes potential uses of Web 2.0 tools in e-learning. Some of the more popular Web 2.0 tools are briefly explained. Self-assessment scales were developed intended to measure various constructs that could be associated with the use of Web 2.0 tools. These constructs were related to higher levels of information literacy, innovativeness, technological curiosity, internet access, stimulating environment, use of the Internet/web for information exchange, etc. The subjects in our study were informatics students, who were highly information literate. The results of our study indicate that all of the investigated constructs are associated with the use of Web 2.0 tools. Conclusions are drawn regarding the use of the results of our research to facilitate the adoption of Web 2.0 tools by students in more advanced e-learning environments.

Communication In Complex Information System Development Projects

The relevance of the communication in the complex information system (IS) development projects is becoming issue of primary importance. Various researches show that many projects failed due to inadequate management of communication. Project data exchange is still not performed in a structured and standardised manner, which leads to misunderstandings between team members. Too many complex IS projects do not have established an adequate project communication management subsystems. This paper analyses results of a survey performed on information technology (IT) professionals and presents degree of communication problems during various project phases. (This research was supported by the Croatian Ministry of Science and Technology under projects: “Strategic planning of Information Systems” and “Information Systems Security.) It reveals that average rating of a degree of communication problems varies at different project stages and among different communication subjects. The paper also proposes software tools that, if properly used, might enhance project communication. Such technologies are still not completely mature but they are developing fast and might play an important role in project management, by providing support to its holism.

Key elements of an e-learning course evaluation survey: An empirical validation

In our previous study we have developed an e-learning course evaluation survey that included 73 items related to the following groups of characteristics: e-learning course content, assessment and self-assessment of knowledge, multimedia and user-interface, communication, personalization, orientedness toward the user, technical and system elements, and general characteristics of the course. This paper brings the results of the empirical evaluation of our survey on a convenience sample of 259 students. The Cronbach alpha coefficients for the evaluation scales of this survey were calculated and two different methods were also used to validate the measurement instrument: Structural Equation Modelling (SEM) and Partial Least Squares (PLS) SEM. As a result, a valid and reliable measurement model was created that can be used for improvement of individual online courses.

Toward competence in interpersonal communication: Constitutive traits, skills and dimensions

Both interpersonal and mass media communication is demanding for competence of communicators. The aim of this study was to determine the dimensions of interpersonal communicative competence. First, a total of 23 skills and traits were identified that are by various authors related to interpersonal communicative competence. Then, a research instrument named Interpersonal Communication Competence Inventory (ICCI) was developed for the measurement of those skills and traits. After evaluation of the ICCI scales, their total scores were factor analyzed in an attempt to identify the possible dimensions of interpersonal communication competence. The results of the factor analyses are presented in a schematic model and theoretically elaborated. Finally, more insight is given into various aspects of competent interpersonal communication, and the potential uses of the model presented in this study are outlined.

Introducing gamification into e-learning university courses

Research on educational e-courses that contain only a series of motivating elements of computer games but do not include playing computer games has intensified since 2010 [1] [6]. This field of research is called gamification and represents the use of game elements (mechanics, dynamics and aesthetics) in a field (education, marketing etc.) that is not a computer game. A review of literature related to the field of teaching with online courses in information technology (e.g. programming, software engineering) shows that the topic of gamification has so far been inadequately explored, with the lack of theoretical and empirical research that would involve gamification methodology. Previous studies have shown that gamification can have a positive impact on the pedagogical and psychological aspects of e-learning. In this paper empirical research is presented regarding the use of gamification in online teaching of programming. A gamified e-course was designed for the lectures in programming, and a possible positive effect was examined on the usage of learning materials in an experimental group of students who will use a gamified e-course (online system).