In this paper we want to consider the underlying assumptions on which the research work is based in adult education and learning: our beliefs about cognition within that reality (epistemology). These beliefs inevitably shape human decisions which direct the activities and general engagement in the world that surrounds us, thus in the planning and realisation of scientific research. In this context, to understand at least some of these beliefs is crucial to effective critique and application of research results, with the aim to improve educational practice and theoretical consideration of its eligibility.

Application of modern information and communication technologies (ICT) in education and emergence of new education forms including online education, lead to certain changes relating to teacher's competencies. Special significance is ascribed to managerial skills of instructors in online education, They do not represent something new, but in the context of modfern forms of education they are perceived differently then in traditional education, due to the fact that they are based differently - on technology. This paper primarly seeks to perceive the essence of managerial competencies of online educators, through their positioning and comparison with other important competencies in this type of education as well as consideration in the context of traditional education. Analysis of available relevant literature led to interesting findings which suggest that managerial competence of online trainers is recognised as very important and that it has a slight priority among other competencies in online education. Some competencies in the set of managerial competencies in online education are not considered to be more important then others, but they are noticeable different then the homogenous ones which are significiant in the context of traditional education. It is also noticeable that managerial competencies are treated differently and in a more specific way in educational litertaure, in relation to scientific sources which originate in other fileds (economy, management etc.)

Online education must be based on a rich interaction between all participants in the educational process in order to be successful. The interaction between students and educational content is important since it enables students actualize their role as creators of online educational content. For the purpose of understanding students' contribution in the context of creating online educational content, a qualitative research with students of the 2nd and the 4th year of basic andragogy studies was conducted at the Faculty of Philosophy in Belgrade within the Online Adult Education course implemented through the Moodle LMS. The paper describes one teaching unit as an example of good practice of positioning students at the very center of the online educational process. Research results confirm that by interacting with educational content students significantly contribute to the modification and production of new educational content. Important andragogical moments that transform virtual worlds into virtual educational environments were identified as a result of this interaction.

The work was written with the goal of determining and describing the contribution of Dimitrije Matić to establishing and developing adult education in Serbia in the 19th century. We employed the historical method and within it an analysis of content, discourse and narrative of primary and secondary sources. The results of the research demonstrate the exceptional contribution of Matić to the development of institutional adult education through the establishment of a network of reading rooms in Serbia, the (re)opening of adult schools, the constitution of school boards, and the renewal of teacher education. We identified contributions in the sphere of instituting adult education legislature and the creation of institutional, staff, program and financial prerequisites for the operation of adult education institutions. We identified the bases for questioning the success of the functioning of certain andragogical institutions established by Matić, which doesn't undermine his importance in the pioneering endeavours of developing adult education.

The subject of this paper is to consider the use of music content from the Internet in the context of free time and its functionalisation in education. The paper will deal with the theoretical problematisation of this topic from an interdisciplinary point of view, uniting andragogico-musicological competencies. In that sense, we will try to further elaborate and supplement the existing theoretical and empirical research, the results of which confirm that education appears as a factor in the use of free time, with concrete examples, that is, case studies (including specific media phenomena - for example, music video or computer games, applications, blogs, and others; but also various music practices that are realised via the Internet - creating, performing music or volunteering, and others.). The authors start from the following theoretical platforms which will be the basis for examining the characteristics and functions of music content from the Internet in the context of free time: first there will be examined special characteristics of free time - difficulty of recognising it, its multiple character, hierarchical organisation and mutual diversity; then the basic functions of free time will be looked at (leisure, entertainment and personal development), as well as educational intensities, spheres and specific content of leisure; in the end, music content from the Internet will be established within the theory of "serious leisure".