The process of implementing blended learning, by using e-learning tools as a support for traditional classroom teaching, started at the University of Rijeka at the beginning of 2008, following general strategic principles adapted to local environment. The process has been constantly supported and assessed for quality, but up to now only from the institutional, teachers' and support services' perspective. Assuming that continuous and careful monitoring of learner's satisfaction is important for the success, feasibility and viability of e-learning, we conducted the research on students' perspective. As the student's perception regarding e-learning is one of the most important steps in developing and implementing a successful e-learning environment, we conducted the study of student's perception and e-learning acceptance, with three specific items addressed in the study: 1) student's perception of quality of already delivered e-courses, 2) level of importance for the specific elements of e-learning encountered, and 3) student's general attitude towards elearning and their needs with respect to quality of course materials, communication and support of the learning process.Participants in the study assessed the current state of e-learning elements implementation quite good; they agreed the educational materials were in most cases complete, organized and well designed, and they considered the ability of teachers to manage the e-courses well, communication regular as well as the provision of the feedback. The lower level of agreement was obtained on the use of multimedia, offering of the self-assessment tests, accessibility of digital literature and collaborative activities. This suggests teachers should be encouraged and trained to put more effort in designing and offering suitable multimedia elements to enrich their materials, selfassessment test to make students feel more comfortable in terms of examination expectations, and to design online activities for the students to enhance collaborative aspects in teaching.Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission.The study outcomes generally suggest the need to enhance teachers' competencies for online teaching, particularly in acquiring successful tutoring methods and learners' support methods, and together with continuous and careful monitoring of learner's satisfaction we hope to ensure the success, feasi...

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AimTo examine associations between different forms of internet use and a number of psychological variables related to mental health in adolescents.MethodsA cross-sectional survey was carried out on a representative sample of students (N = 1539) from all high schools in the region of Istria in Croatia (14-19 years). The associations between four factors of internet use and nine mental health indicators were analyzed using canonical correlation analysis.ResultsThe four canonical functions suggested a significant association between different types of internet use and specific indicators of mental health (P < 0.001). Problematic internet use, more typical among boys, was associated with general aggressive behavior and substance abuse (P < 0.001). Experiences of harassment, more typical among girls, were associated with health complaints, symptoms of depression, loneliness, and fear of negative evaluation (P < 0.001). Using the internet for communication and entertainment was associated with better relationships with peers (P < 0.001), while use of the internet for academic purposes was associated with conscientiousness (P < 0.001).ConclusionThe results suggest that different patterns of internet use are significantly associated with specific sets of positive and negative mental health indicators. The data support the assumption that internet use can have both positive and adverse effects on the mental health of youth.

Th e aim of this paper is to describe and analyse attitudes and behaviours of the student population (N=1347) of the University of Rijeka towards environmental issues. Data were collected during

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