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Solutions, experiences in online education in Hungary and Serbia related to the situation caused by Covid-19



The authors focused on the challenges and options implied by the digital work form in both countries. Describing the specific technological and methodological solutions,. the article provides a detailed introduction of the way Serbia and Hungary responded to the respective VUCA phenomenon. An important aspect of such approach is the application of virtual and augmented learning spaces and presentation methods in education. The essay will include the description of future plans as well.
Solutions, experiences in online education in
Hungary and Serbia related to the situation
caused by Covid-19
György Molnár
Department of Technical Education
Budapest University of Technology and Economics
Budapest, Hungary
Zsolt Námesztovszki
University of Novi Sad, Hungarian Language Teacher
Training Faculty
Subotica, Serbia
Dragana Glušac1, Dijana Karuović2 and Lenke Major3
University of Novi Sad, Technical faculty “Mihajlo Pupin”
in Zrenjanin
Novi Sad, Serbia
1 dragana.glusac@at,2dijana.karuovic@at,
Abstract The authors focused on the challenges and
options implied by the digital work form in both countries.
Describing the specific technological and methodological
solutions,. the article provides a detailed introduction of the
way Serbia and Hungary responded to the respective VUCA
phenomenon. An important aspect of such approach is the
application of virtual and augmented learning spaces and
presentation methods in education. The essay will include the
description of future plans as well.
KeywordsICT based online platforms, teaching support
system, digital education, digital learning environments
The coronavirus pandemic has resulted in a new social
and, at the same time, new educational situation in the
countries of the region, which has been resolved in various
ways. Traditional contact-based education has been
discontinued and replaced by online education. Also
common is that numerous digital curricula have been
produced during this period, and significant databases have
become available. In addition, many online platforms (such
as a significant number of test builders) have made their
previously premium services available free of charge.
The popularity of online education has grown significantly in
Hungary and Serbia even before the 2020 pandemic. In
addition to forms of blended education, completely online
institutional educational environments have appeared as
well. A Hungarian innovative project was started in 2016
called K-MOOC (Carpathian Basin Online Education
Center), where several MOOC courses were offered in
Hungarian (Hegyesi et al., 2016, Hegyesi - Kártyás, 2013).
K-MOOC covers the entire Carpathian Basin and was the
first to be connected to higher education, and faculties and
universities. K-MOOC has set the goal of launching and
disseminating online courses in Hungarian, primarily for
Hungarians in the Carpathian Basin, but also for all
Hungarian native speakers around the world. On the one
hand, K-MOOC provides an online form of education
recognized by credit or diploma for students of higher
education institutions, faculties and departments in the
Carpathian Basin, which teach in part or fully in Hungarian.
On the other hand, it also offers another form of education
for lifelong learning. Its members are Hungarian-language
universities and colleges in Hungary and abroad, which join
the K-MOOC Network. Peer-to-peer institutions joining the
Network in all disciplines prepare and publish free, online
Hungarian language courses that are available to everyone
within the framework of K-MOOC, and their students can
take up courses from the available courses of any institution
within the Network. The courses are accredited, compatible
with the framework of the Network and worth credits in
higher education. The language of the system is Hungarian
and is maintained by the University of Óbuda (source: [1] [2].
At present, 46 courses have been announced in the learning
management system (2020, summer semester), from
different disciplines and under the supervision of different
The other framework that should be highlighted from the
Hungarian language area is Webuni, which is less formal and
not primarily designed for higher education (rather for
lifelong learning and for professional training).
Developments for Webuni began in 2012 and the way it
operates is defined as a community knowledge-sharing
platform. The initiative provides a platform and framework
for trends in the United States (online education, Coursera
and edX) [3].
Webuni defines the legitimacy of the system as follows:
“Today’s young generations is much more open to online
content, the world’s communication channels have been
completely transformed in recent decades, while our
education system has remained essentially unchanged. This
changed and accelerated flow of information has
necessitated a new kind of teaching-learning approach and
thus a new kind of teacher competencies. With Webuni, our
11th IEEE International Conference on Cognitive Infocommunications – CogInfoCom 2020 • September 23-25, 2020 • Online on MaxWhere 3D Web
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goal was to create the technical background for this modern
form of education that not only provides educators with the
opportunity to adapt to today’s digitized expectations, but
also to gain a new source of revenue.” (source:
Additional benefits of the Webuni online learning
environment are that it is operated and administered by the
company, its interface is simple and clean, and it is
optimized for the video-based education that most people use
today. This method of online learning and teaching is the
closest to traditional classroom practice.
This means that learning materials usually appear in the form
of educational videos and can be accompanied by comments,
notes, and questions from users. The online environment has
a large number of existing courses and active users, so in
addition to promoting the created courses through different
channels, the system has a large number of potential students
who have a profile and are familiar with online learning.
In the introduction, we pointed out that the situation is
characterized by the fact that some premium services and
databases have become free. The contents were made
available to cross-border regions by the Nemzeti
Köznevelési Portál - National Public Education Portal
In Serbia, one of the most popular online educational
websites is ITACADEMY (,
which offers traditional, but completely online courses.
In Serbia, a state of emergency was imposed on the 15th of
March, 2020, which lasted until the 6th of May (Службени
гласник РС", бр. 29/2020, Службени гласник РС", бр.
65/2020). Starting from the 17th of March, education has
been organized in the form of distance learning and
traditional education was completely discontinued.
The Ministry of Education, Science and Technological
Development has adopted an operational plan that includes a
large number of different programs and alternative digital
ways of teaching and learning in preschool institutions, and
in all grades of primary and secondary school. The focus is
on organized distance learning that contributes to the
implementation of programming with contents of general
education subjects and professional subjects with the largest
amount of classes (source: [8].
Educational contents are broadcast on the TV channels RTS2
and RTS3, and are also available for downloading through
the free application for mobile phones and tablets via “RTS
Moja škola” (“RTS My School”), on the RTS website and
the multimedia platform “RTS Planeta”
(https://mojaskola.rtsplaneta) [4]. A national platform for
online learning has been established on the “Moja škola”
website available at, which supports
the broadcasting of classes on RTS. The website available at was also established, where
the broadcast schedule of the RTS classes is available, along
with a link to the platform “Moja škola” During the crisis period, Microsoft
provided the use of the Office 365 platform for free, within
which a version of the “Teams” application, adapted for
education, is available. The “Zoom” application is intended
for online meetings and is available in a free version with
certain limitations in functionality. Due to the fact that some
schools use it for remote teaching, for those who do not have
Internet access at home, free access to the application was
provided through the mobile networks MTS Telekom and
Telenor. Upgrading and expanding the functionality for
formative monitoring and evaluation of students is done
through “esDnevnik” starting on the 2nd of April, 2020,
parents have been enabled to follow all the formative grades
of students through the portal’s parent module
( For eighth grade students who
did not have the conditions to attend distance learning and
access the online final exam, Internet access and/or technical
devices (tablets and mobile phones) were provided from
donations thanks to the Huawei Serbia Office and companies
donated 100 tablets. In addition, Comtrade provided 300
phones, Telekom provided 800 Internet cards and 800
phones, VIP donated 800 Internet cards and 400 phones,
while Telenor donated 800 Internet cards and 400 phones,
which totals at 4,400 devices and cards (source:
During the state of emergency, kindergarten education also
stopped and switched to online. In this regard, the priority
tasks of the system of preschool education in this period
include the following groups of activities:
1. activities related to the preservation of human health
and safety in accordance with the measures prescribed
by the Government of the Republic of Serbia,
Government decisions, recommendations and
2. activities that support families with preschool
children on how to provide proper conditions for the
normal functioning, learning and development of
children during the state of emergency and home
3. activities that support professional networking,
networking and exchange of experiences of practitioners
in the field of research, joint learning and competence
According to the results of the Questionnaire (whose
preliminary analysis was prepared by the UNICEF team),
which was completed by 168 public preschool institutions in
the Republic of Serbia, in the segment related to activities to
support children and their families, the most commonly used
media of communication with families were “Viber” and
“WhatsApp” services (71%); in second place, in terms of
frequency of use, preschool institution employees used social
networks for communication with families. Most educators
and parents agreed on the optimal way, frequency and terms
of communication (84%). Parents, in accordance with their
abilities and rhythm of life, were involved in the
communication with educators, which is stated by 76% of
preschool institutions (source:
Gy. Molnár et al. • Solutions, experiences in online education in Hungary and Serbia related to the situation caused by Covid-19
Thanks to UNICEF, which procured and donated licenses for
the “Camtasia” software in a very short period of time, the
recording of classes at home began in early April, while their
broadcasting started on the RTS channels in mid-April. New
ways of realizing distance learning are being designed in
accordance with the possibilities of the system and the short
deadlines (source: This solution
has also been chosen by the Hungarian minority living in
Serbia ( [5], the
Croatian minority solved the issue of distance learning with
the help of the Novi Sad Television channel
(, while the Albanian
minority did so with the help of local TV stations as well as
YouTube channels
The largest number of students in the Republic of Serbia,
according to school reports, is included in the
implementation of distance learning - in both primary and
secondary schools this is true for 99% of students, while in
schools for the education of students with disabilities the
coverage is 93%. This applies to both watching TV classes
and using the online learning platforms, as well as the use of
alternative forms of distance learning (source: [7]. Universities and university
faculties have independently defined methods and platforms
for online education. For example, the University of Novi
Sad used a MOODLE-based customized platform, “SOVA”
( In contrast to public education,
higher education has been re-launched and admission, as
well as some laboratory exercises and measurements have
been maintained in the traditional way, while also respecting
the rules of social distancing and hygiene.
In addition to instructional videos, the Ministries of several
neighboring countries also operated centrally administered
virtual classrooms (Croatian example:, while in other countries in the
region it was entrusted to the teachers or schools to
implement a distance learning platform [15].
Video conferencing was popular (Skype, Microsoft Teams,
8x8, or Jitsi Meet), which is perhaps the closest to the
traditional learning environment and could be employed for
teaching effectively without a pre-made digital curriculum
Special mention should be made of the possibility of
recording videos during a “Skype” call, which is a video
conference in real time, but at the end of the call it is
converted into an educational video that can be viewed for
30 days. In addition to these options, virtual classrooms
(more precisely LMS - Learning Management System) such
as “MOODLE” or “Google Classroom” were also popular
[11-14] [18] [19].
In terms of trends and further developments, this new
educational situation has highlighted the benefits of online
education, but has also pointed out its weaknesses. It was
apparent from the beginning that disadvantaged students
were most likely to be placed on the periphery in this
educational situation.
In Hungary, at least one third of the students from the group
of socially disadvantaged students could not take part in
online education (Rosa Parks Alapítvány, Motiváció
Egyesület, Partners Hungary - Rosa Parks Foundation,
Motivation Association, Partners Hungary, 2020). In most
cases, there is a lack of distance learning equipment (laptop,
tablet, Internet access) which most schools are unable to help
with, as well as a lack of adequate space for learning, and in
addition, many such households do not have electricity
either. Parents are unable to help interpret tasks and in many
cases lack the appropriate digital competencies. The situation
is similar for disabled children, but it is likely that the
interpretation of tasks and the lack of digital competencies
are a problem here [10].
More data:
koronavi%CC%81rus-ideje%CC%81n.pdf, [6].
In Serbia, the Ministry of Education, Science and
Technological Development in cooperation with UNICEF
and the Institute for Psychology assessed and published a
report named: Tracking the ways of participation and
learning processes of students from vulnerable groups during
education through distance learning (Praćenje načina učešća
i procesa učenja učenika iz osetljivih grupa tokom
ostvarivanja obrazovno-vaspitnog rada učenjem na daljinu)
In primary schools, distance learning covers 83% of students
who are members of the Roma national minority who need
additional support in education, with 56% of these students
watching TV or online classes and 27% receiving alternative
forms of support, while 17% of students are not included in
learning in any way. In secondary schools, 91% of students
from this vulnerable social group are covered by distance
learning. Of the total number of these students, almost 74%
watch TV or online teaching, and almost 17% participate in
distance education through alternative forms of support,
while 9% is not included at all (source:
When it comes to students with disabilities, 96% of these
students in primary schools are covered by distance learning.
About 76% of these students follow TV or online classes,
and for about 20% of them alternative forms of support are
provided, while the remaining 4% are not included in
distance learning. In secondary schools, distance learning
covers 97% of students with developmental disabilities and
disability. About 87% of students watch TV or online
classes, while 10% are included in alternative forms of
support, and the other 3% are not included in any form of
teaching (source:
When it comes to students from other vulnerable groups,
such as students from families of low socioeconomic status,
refugees, migrants and others, 94% of those attending
primary schools are involved in some form of distance
learning. Of the total of these students, about 82% watch TV
or online classes, about 12% are covered by alternative
forms of support, and 6% are not included in any way. In
secondary schools, 67% of students in this category are
enrolled in classes via distance learning. Among all these
11th IEEE International Conference on Cognitive Infocommunications – CogInfoCom 2020 • September 23-25, 2020 • Online on MaxWhere 3D Web
students, 60% watch TV or online classes, about 7% are
covered by alternative forms of teaching, and 33% are not
included at all (source:
Table 1.: Frequency of different reasons why students are not covered by
TV and online classes by group (source:
The other area from which most requests for help came was
the scope of activities associated with music. Here,
fluctuations in Internet bandwidth can result in serious
outages and it is difficult to monitor the process, while
playing music together online can also be a huge challenge
both organizationally and technically.
A. Solutions and experiences in Hungary
In Hungary the Government and the Educational
Authority have forwarded the following methodological
recommendations for the educational system during the
COVID-19 pandemic. In the state of emergency caused by
the corona virus the educational system has to be
continuously operated, students must be provided with the
opportunity to learn and schools and pedagogues have to
adapt to the unexpected situations. Pedagogues play a
complex role in the education process. On the one hand they
function as the sources of information and transmitters of
knowledge in charge of the development of various student
skills. Furthermore, on the other hand the teacher functions
as a guide or tutor supporting, motivating, and directing
independent learning. When teachers are deprived of the
option of direct personal contact with students, the latter
function entailing the support of independent learning and
the search and processing of information becomes crucial.
In order to assure the right to learning pedagogues should
provide information and support to students, identify the
educational material to be processed and determine the
means of monitoring the acquisition of knowledge within the
framework of distance learning via the use of info-
communication devices.
Consequently, each school selected a digital platform
and made it available to the students in a short time. Such
surfaces included the Ms Teams, Team Link, Google
Classroom, the Kréta system, the Moodle system, the Neo
LMS, Neptun Meet, Discord, and Skype for Business. [16]
The epidemiological situation in Hungary and Serbia is
different. At the time of writing (early August, 2020), the
number of new infections per day in Serbia is around 300
(more than 26,000 cases in total), while in Hungary the
number of new infections per day is around 10, with a total
of more than 4,000 reported cases (source: Therefore,
under these different circumstances, decision makers must
plan the new school year.
In Serbia, no final decision has been made yet on how
education would continue. Education Minister Mladen
Šarčević has stated that they assume that younger children
will be taught in school.
The primary goal is for students in the lower four grades
to attend school for three weeks and take part in distance
learning in the fourth week, while upper grades would be
divided into two weeks of school and distance learning.
Children will need to wear a face mask if this will be
recommended by professionals. According to Šarčević,
traditional education will only be possible again when the
situation is completely safe, and this will obviously only be
possible after the discovery of the vaccine (source: Pannon
RTV) [9].
The plans for the future include the full integration of the
Moodle electronic learning environment with the Ms Teams
system and the Neptun student administration system. Such
developments appear to be inevitable due to the expected
second wave of the pandemic. In the meantime, the digital
skill development and methodological preparation of
pedagogues is vital as such programs can significantly
impact the efficiency of the educational process during
digitalized instruction.
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11th IEEE International Conference on Cognitive Infocommunications – CogInfoCom 2020 • September 23-25, 2020 • Online on MaxWhere 3D Web
Gy. Molnár et al. • Solutions, experiences in online education in Hungary and Serbia related to the situation caused by Covid-19
... In Hungary and Serbia, the popularity of online education has grown, and even completely online environments have been developed before the pandemic. In Hungary, the K-MOOC project (Carpathian Basin Online Education Center) offered online courses in Hungarian for the higher education system and summed 46 courses from 2016 until 2020, and in Serbia, the ITACADEMY also provided completely online courses [9]. ...
... To ensure the reduction of statistical uncertainty, this research applies maximum variance, and the sample design considers the worst-case scenario, consisting of a binary characteristic's variance σ 2 b = 0.5 × (1 − 0.5)= 0.25. The optimal value results from dimensioning the n j level at a maximum efficiency level using Equation (9). ...
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During the COVID-19 pandemic, due to the high infection rates, in some periods, a hybrid or totally online educational system was used. In both types of fully online and hybrid educational processes, the need for online educational platforms arose. This research aims to provide a comparative overview of the expectations for these platforms using the responses of two successive generations of students as input by applying the Kano methodology. Furthermore, this article performs a Fong test as a relevance check to identify the features for which the Kano analysis results are statistically significant. The results of the analysis show that the expectations of students are more related to the features that describe their access to administrative resources and the technical-related features. This can be explained through a permanent need, independent of the chosen educational system (i.e., face-to-face, fully online, or hybrid) and their field of study. The use of virtual reality (VR) technology in creating laboratory experimental lessons is identified as the only possible mechanism, from the proposed features in the engagement category, to keep students engaged during periods when fully online and hybrid educational processes are needed.
... Hattar et al. 2021;Bogdandy et al. 2020;Deés 2020), while, so far, little attention has been paid to the complex, international context (see e.g. Aristovnik et al. 2020;Molnár et al. 2020). Among the applied research methodologies, questionnaires appeared the most often, but we can also see examples of interviews (Piyatamrong et al. 2021;Kálmán et al. 2021), case studies (Molnár et al. 2020), and interpretative phenomenological analysis (Kee 2021). ...
... Aristovnik et al. 2020;Molnár et al. 2020). Among the applied research methodologies, questionnaires appeared the most often, but we can also see examples of interviews (Piyatamrong et al. 2021;Kálmán et al. 2021), case studies (Molnár et al. 2020), and interpretative phenomenological analysis (Kee 2021). Regarding educational levels, students' attitudes and experiences about online education were most measured in BA and postgraduate courses, and postgraduate students were found to be more prepared and successful in online education (Tang et al. 2021). ...
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The COVID-19 pandemic has resulted in a widespread shift to online education around the world and in Hungary, too. Educational institutions from kindergartens to universities were forced to adapt rapidly to this new situation, when the space of education moved from classrooms to online video meetings; the regular methods and tools needed to be changed or modified. Nonetheless, we should keep in mind that online education itself was an already existing concept before the pandemic as part of digitalization as a current societal megatrend, however it was not widely used in educational institutions across different programs. By 2021, there are university students who have mostly or exclusively participated in higher education online. Online classes could be a new normal situation to these students instead of the pre-pandemic personal activities in physical classrooms, leading to altering the norms of participation. In our research, we collected answers to open-ended sentences from such students. As we wish to understand how students perceive the differences between online and offline education, we investigated the perceived advantages and disadvantages of online-only education, how this influenced their social networks, study efficiency and their whole experience in university education.
... According to the survey [16][17][18][19], before lockdown offline teaching techniques provided theoretical knowledge rather than practical knowledge, as students are passive learners and simply memorize the concepts inside the classroom [13]. During lockdown, the teacher instructs as well as deliver contents for every learner to follow, the teacher is more active than the learner, the teacher is also sentimental in nature in the online meeting, not questioned and every learner follows his lecture [14]. ...
... The teacher upload the lecture videos to YouTube, creating a flipped class room methodology, as students watch videos and form an in-depth learning outside of class with personalized discussions with their fellow learning members occurring in the online class [19]. The learning environment becomes effective with engaging relevant, authentic, fun, peer based, technical involvement, project-based learning, making real-world connections, using physical movement, student choice and using visuals. ...
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Outcome-Based Education (OBE) is the most prominent method for teachers to improve student learning during the COVID-19 pandemic, however, achieving OBE in an online learning environment is a challenging task for teachers. In India, the ability to implement OBE with limited online resources is crucial. Major online learning platforms such as Google Classroom, Zoom and Microsoft Teams are preferred by many universities. The goal of this paper is to analyze the results of OBE implementation during COVID-19 lockdown.
... Differences between generations and learning contexts require distinctive expectations, experiences, readiness levels, knowledge, and perceptions of the technology in which language learners have grown up. According to some researchers (e.g., Garner-O'Neale & Harrison, 2013;Molnár et al., 2020), this was related to the fact that learners prefer to use different learning strategies and styles while learning a foreign language on digital platforms. However, almost all researchers have stand away the concept of habit, and this trend has continued to increase steadily since the emergence of cognitivism. ...
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The paper analyzes the will of Serbian and Montenegrin students to complete their studies online, as well as the degree of their anxiety during the COVID-19 pandemic. Research results based on a package of questionnaires (five-point Likert scale - 16 questions about their willingness to learn online, as well as 7 questions from the screening questionnaire for generalized anxiety disorder -GAD7) - indicated that factors such as the desire to preserve health in a pandemic, the feeling of comfort due to attending classes from one's own home, easier and faster access to learning materials positively affect the willingness to attend classes online. About 57% of students from both observed countries developed anxiety. The main stressors are loneliness, reduced motivation, concern about the quality of online classes and concerns about increasing costs.
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Once the COVID-19 was declared as a pandemic, most countries temporarily closed schools and shifted to home-based distance education. Each country had its own way of implementing education remotely. Turkey used an enhanced version of the currently existing Education Information Network (EBA) to deliver distance education to all children including those with autism. The rapid shift from face-to face education to home-based virtual learning created unprecedented challenges and impacted development and learning of children with autism who often need individualized and systematic instruction. Therefore, the purpose of this study was to explore parental perceptions about effectiveness of distance education practices for children with autism and challenges they faced during visual learning. A total of 208 parents of children with autism participated in quantitative data collection while 18 also attended to individually conducted interviews. Results indicated many families did not use EBA to support their children’s learning and the content of virtual learning opportunities through EBA was not appropriate for the characteristics of children with autism. Implications for future practice and research as well as the limitations of this study were discussed.
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Once the COVID‐19 was announced as a pandemic by the World Health Organization at the beginning of 2020, almost all countries around the world shifted from traditional face to face education to distance education to prevent the spread of the virus. Türkiye implemented distance education practices through a web‐based platform named education information network (EBA) and EBA TV channels. However, the rapid shift from traditional face to face education to distance education was challenging especially for students with disabilities, their parents and teachers because these students needed individualised education and some services which were impossible to implement remotely. The purpose of this study was to explore (a) the challenges that teachers and students faced during distance education; (b) the implications of distance education on students with disabilities. Further, this study explored opinions of special education teachers regarding how to make distance education more effective for students with disabilities. A semi‐structured interview was conducted with 12 special education teachers. Findings demonstrated that distance education through EBA was neither sufficient nor convenient for most students with disabilities. Limitations of this study and suggestions for future research were discussed.
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The coronavirus pandemic has profoundly affected Hungarian higher education (HEI). As campuses around the globe were forced to shut down, online distance learning became an everyday reality for all students. At the same time, faculty were rushed to adjust their teaching content and methods, as well as forms of assessment, to online teaching. As a result, this transition exposed flaws in technological abilities, digital preparedness and flexibilities within universities. In this work, my goal is to analyze how the Hungarian HEIs adopted online educational practices during the pandemic and how they were able to address some of the difficulties while adjusting their teaching and creating new forms of support for both students and faculty. To that end, the article first discusses the prevalence of distance and digital learning before the pandemic, then evaluates the steps and challenges of transition to remote online education during the pandemic, and finally highlights some lessons learnt and best practices of some Hungarian universities.
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The pandemic situation caused by COVID-19 has challenged the education system, not only in Hungary, but everywhere in the world. The use of information and communication technology in education, including higher education, has transformed students' expectations and, at the same time, redefined the role of the online educator. This is because online teaching and learning is significantly different from teaching-learning in a traditional environment, and educators need to rethink their role in the learning and teaching paradigm. Our higher education institution has developed a new learning-teaching concept based on the experience of distance education introduced as a result of the pandemic situation. The research described in the study and the corresponding developments are shared as good practice for other higher education institutions.
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The definition digital culture in the narrower sense can be summarized as managing information with digital tools. hi a broader sense, it is the transformation of elements of bolt traditional literacy and culture, into new digital forms and environments that affect the daily lives of our society. One of the strong features of this is the development and adaptation of the DigComp 21 framework (EU 2017) based on digital citizenship. The framework of digtal culture is examined by several researchers (Racsko 2015) and also accepted as a European Union recommendation. In today's digital environment, the ways of work are under constant transformation, and they are being implemented in an increasingly mechanized, computer-controlled ecosystem according to the principles of Industry 4.0. New forms of work require new labor market competencies in the case of digital generations. In Hungary, the Digital Education Strategy (DOS, 2016), the Digital Welfare Program (2015) and the Digital Welfare Program 20 (2017) are designed to serve and facilitate this digital development. The impact of digitalization processes can also be felt in the field of education, as nowadays we are arguing about a digital space, which facilitates continuous adaptation to changes in the information society. Our study takes into account the practical effects and characteristics of these changes on the basis of higher education and vocational training, drawing on our many years of pedagogical practice from the author. In this article, the authors focus on the current issues, challenges, and opportunities of the classroom and distance digital education and digtal learning These issues are becoming more and more relevant today, where the value of digital tools and frameworks is constantly increasing.
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The authors of the present essay have been teaching at the department of Human Resoursces Counselling, MA for a decade. They both consider demographic changes and discrepancy in the various generations’ digital competence as the greatest professional challenge. In this study of theirs, the authors present the principles along which they wish to prepare students for such challenges. In the future authors will designate a key role to the application of co-operative techniques as well as to the usage of 3D/VR spaces within the education process.
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Nowadays it is increasingly visible that a change in the approach is needed in the field of education, thus we should move from “traditional” educational methods towards experience-oriented and cooperative teamwork-based education which considers the characteristics of the digital generation. After the brief demonstration of the methodological characteristics and the principles of digital culture, the present study aims to introduce how a lesson built on the improvement of different intelligence levels through cooperative techniques can be implemented with the help of virtual space, what opportunities are provided by the MaxWhere program for planning and organising teamwork and for supporting learning. Keywords: cooperative learning; VR learning environment; MaxWhere; teaching methodology; digital culture; the improvement of intelligence areas; formative assessment; interactive learning-teaching
Conference Paper
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ICT tools are available in all fields of life, whether they are industrial or scientific. Development of technical tools are getting very fast nowadays, enabling several opportunities in educational technology too, and even the role of the educator is changing. But opposed to the opportunities provided by new technologies and tools, some educators still prefer conventional tools, and they are not open for the new technologies. The goal of the survey introduced in the study, was to reveal the important difficulties related to the use of ICT tools, which need to be fixed in the near future to make benefits provided by modern technologies available in as big extent as possible.
Conference Paper
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In the scope of the article, there is the presentation of the cyber-higher educational environment feasible by the technical innovations appearing rapidly and the investigation of the methods which can be applied successfully in the educational scene of the future. My goal was to create an educational scene suiting to the digital life of the CE generation students-called Z generation and alpha generation in the traditional generation theories, but clearly called CE and the CCE generation in the CogInfoCom theory — presently studying in the higher education of engineering and meeting the students requirements set against the learning environment. The educational method presented in the article and the research aiming at defining the strategy suit to the science of CogInfoCom supplementing it with an additional pedagogical aspect. The study shows an example for presenting the realization of how we can teach the future technologies to the the future engineers with the help of the present and modern technologies by applying innovative educational methods so that the the human and the ICT merges during work in the coopertative VR scene suiting mostly to the CE genetations digital life while the development of the future technologies is happenning. The cooperative VR learning environment presented in the article ensures an efficient educational scene for the higher education of engineering due to its project-based educational opportunity and at the same time it allows the education of the disruptive technologies appearing more and more extensively, even immediately after the appearance of the technology.