In this research we will get an insight into the achievements in mastering foreign languages for one specific student with difficulties. The student with disabilities, the foreign language teacher, the student's mother and the educational rehabilitator participated in the research. The teacher states the support of the inclusive secondary vocational school that the student attends and copes with all challenges. One of the methods used in teaching was mobile learning during the three-month online teaching period of pandemic situation caused by Covid-19. During this period Croatia was forced for the first time in history to implement online teaching. For the purpose of this study all of the students besides this student attended classes in the virtual classroom called Edmodo. Edmodo is the mobile application which is considered as a tool for mobile learning. Mobile learning means that students use their portable devices in order to learn. The interview, used as a method of data collection, was written by participants via email due to the required physical distancing. The materials were then transcribed and a quantitative data analysis was performed. Difficulties in the work of foreign language teachers have been identified, such as lack of experience, lack of teaching assistants as well as lack of additional teaching aids and specific materials and the specific teachers’ training for teaching in the contemporary inclusive school. At the end, the authors suggest guidelines for teachers in vocational schools in adopting new skills and competences in their teaching process in an inclusive school.

The Department of English Language and Literature and the Department of Information Sciences cooperatively, for the purpose of providing additional foreign language training for their students, developed application FFOS Test Your Knowledge (FFOS TYK). TYK was realized as a mobile application for the hybrid development model which allows deployment on multiple platforms. The application is intended primarily for the students of the English language and literature, but it can also be used by other students. The application is available on mobile devices, tablets, laptops and personal computers, and via wireless internet at the faculty students have the free access to it. Each user is given the option for registration and login so that their work can be statistically monitored and ranked. Research data shows that students choose the tests dealing with problem areas, but they prefer shorter tasks when it comes to typing the words. We can conclude that the overall success is rather well distributed with the majority of students scoring around 50% or above with just a few being excellent, and also not many failing to solve the tasks well. The application gives feedback to students and ranks them anonymously. It also offers teachers the possibility to increase the number of questions in the tests and to create the new tests and monitor the success of their students.

The use of e-learning has been recommended at all levels of the educational system, thus in higher education as well, but it is very often reduced to downloading teaching materials from the teachers' websites. Students rarely participate in forums discussing some teaching topics, and they even less use the learning management system in their educational process (Dukić & and Mađarić, 2012). Among the learning management systems, the web application Moodle, which is based on the principles of constructivism and constructionism, is particularly popular. Constructivism assumes that learning is a social process where individuals learn through interacting with other people (Pritchard & Woollard, 2010), while constructionism additionally includes correlation of knowledge and social action (Burr, 2003). To encourage students to learn through interaction, we conducted an action research with the attempt to explore the possibilities of initiating discussions on the network forum of the Moodle system. The research was organised within the Pedagogy course in the first year of the teacher studies during the two academic years. The most important advantages of this way of learning proved to be the freedom and flexibility of participation, the possibility of exchanging experiences and ideas, reflection and collaborative learning. Discussions on web forums have shown also certain deficiencies such as inadequate and unequal activity of all participants, the lack of connection to the discussions of other participants (monologue form of writing), the lack of criticism, too long texts, technical problems and the problem of availability of computers connected to the Internet. This research has shown that it is possible to organise a constructivist e-learning in higher education students enjoy participating in. Key words: action research; cooperative learning; learning management system; Moodle; web-based discussion forum - - - Premda se već duže vrijeme preporučuje korištenje e-učenja na svim razinama obrazovnog sustava, a time i u visokoškolskom obrazovanju, ono se vrlo često svodi na preuzimanje nastavnih materijala s mrežnih stranica nastavnika. Studenti znatno rjeđe sudjeluju na forumima posvećenim nastavnoj problematici, a još se rjeđe koriste sustavima za upravljanje učenjem u procesu obrazovanja (Dukić i Mađarić, 2012). Među sustavima za upravljanje učenjem posebno je popularna mrežna aplikacija Moodle koja je utemeljena na principima konstruktivizma i konstrukcionizma. Pri tome konstruktivizam polazi od pretpostavke da je učenje socijalni proces u kojemu ljudi uče u interakciji s drugim ljudima (Pritchard i Woollard, 2010), a konstrukcionizam tome dodaje povezanost znanja i socijalne akcije (Burr, 2003). Kako bi potakli studente na učenje putem međusobne interakcije proveli smo akcijsko istraživanje u kojemu smo nastojali istražiti mogućnosti ostvarivanja rasprava na mrežnom forumu sustava Moodle. Istraživanje je provedeno u okviru kolegija Pedagogija na prvoj godini Učiteljskog studija tijekom dvije akademske godine. Kao najvažnije prednosti takvog načina učenja uočili smo slobodu i fleksibilnost sudjelovanja, mogućnost razmjene iskustava i ideja, refleksivnost i suradničko učenje. Rasprave na web-forumu pokazale su određene nedostatke koje su se najčešće odnosile na nedovoljnu i nejednaku aktivnost svih sudionika, nepovezanost s raspravama drugih sudionika, nedovoljnu kritičnost, preduge tekstove i javljanje tehničkih problema. Ovo istraživanje je pokazalo mogućnosti organizacije konstruktivističkog e-učenje u visokoškolskoj nastavi u kojem studenti rado sudjeluju. Ključne riječi: akcijsko istraživanje; Moodle; mrežni forum za raspravu; suradničko učenje; sustav za upravljanje učenjem.

U ovome se radu prikazuje stoljetna tradicija volonterskih udruga za zaštitu prirodne i kulturne baštine u Ujedinjenome Kraljevstvu Velike Britanije i Sjeverne Irske. Začetnici prikazanih udruga ulagali su svoje slobodno vrijeme, energiju, a u početku i materijalna sredstva kako bi zaštitili baštinu. Upravo je taj filantropski i volonterski aspekt njihova djelovanja učinio da te udruge toliko dugo opstanu i steknu povjerenje ljudi, pa im se broj članova neprestano povećava i pristiže im sve više sredstava preko donacija. Volonteri imaju brojne aktivnosti, od upravljanja baštinskim područjima do njihova obnavljanja i održavanja, od praćenja planova i primjene zakona do poticanja donošenja novih ili promjene manjkavih zakona. Oni organiziraju prikupljanje sredstava, kupuju područja koja bi trebalo zaštititi, vode brigu o baštini i njezinu predstavljanju te organiziraju edukativne aktivnosti za različite posjetitelje. Model koji navedene udruge primjenjuju već dugi niz godina, nešto je što bi trebale nastojati primijeniti i druge zemlje (poput Hrvatske), koje nastoje ulagati u bolji i kvalitetniji razvoj turizma. Unaprjeđivanje kulturnoga turizma i kulture turizma jedini je donekle siguran način daljnjega održivog razvoja te gospodarske grane, čime bismo spriječili i negativnosti koje ona sa sobom donosi.

The intensive development of information and communication technologies has introduced significant changes in teaching over recent decades and has shifted the focus of teaching methodology in higher education towards e-learning and e-teaching. The transition to online teaching was accelerated by the coronavirus crisis in 2020. During the various lockdowns, most teachers were forced to swiftly transfer their activities online and had to deal with the issue of the online evaluation of students’ work to be able to successfully complete the academic year. One of the biggest challenges for teachers seems to have been the prevention of e-cheating. This appears to have resulted in much higher, unrealistic grades for some students, whereas those who do not e-cheat fall unfairly behind. The aim of this paper is to analyse the achievements of students at the Faculty of Humanities and Social Sciences in Osijek in the courses of Contemporary English Language 1, 2, 3 and 4 in the academic years 2018/2019, 2019/2020 and 2020/2021, by comparing the achievements of the same students in the classroom environment in the winter semester and in the online environment in the summer semester. The students’ achievements will be additionally compared with the previous academic years in order to establish whether there is a significant difference in the students’ achievement working on the same task forms in the off-line and online environment. The overall objective is to explore the possibilities and problems of applying different task forms for the e-teaching of both general English and English for Academic Purposes in higher education, in order to ensure the most objective, realistic and fair results at the end of the courses and to raise the students’ awareness of the importance of academic and professional integrity.