Evaluation of the Functionality of a New E-Learning Platform vs. Previous Experiences in E-Learning and the Self-Assessment of Own Digital Literacy

• Published in: Sustainability 2020-12, Vol.12 (23), p.10219
• Main Authors: Tomczyk, Łukasz, Potyrała, Katarzyna, Włoch, Anna, Wnęk-Gozdek, Joanna, Demeshkant, Nataliia
• Format: Article
• Language: English
• Subjects: Collaboration; Communication; Communications technology; Constructivism; Digital literacy; Distance learning; Education; Evaluation; Internet; Learning; Learning management systems; Online instruction; Polls & surveys; Self-assessment; Students; Teacher education; Teachers; Teaching
• ISSN: 2071-1050; 2071-1050
• DOI: 10.3390/su122310219

Recent civilizational transformations have led us to search for and introduce new didactic solutions. One of these is e-learning, which is a response to the needs of the education system and its individual stakeholders. The e-learning systems currently available offer similar solutions. Only during direct interaction with a given tool can one notice significant differences in their functionality. By carrying out evaluation studies the indicators that determine this functionality can be identified. The paper presents e-learning in the context of the academic training of the future generations of teachers. The reflections revolve around digital literacy and experience in using modern information and communication technologies in education. The goal of the research was to evaluate three areas: the functionality of the SELI platform, individual experiences with e-learning, and digital literacy. The technique used was an e-learning survey appended to the end of two e-learning courses offered on the platform. The survey was addressed to teachers and students of the biggest pedagogical university in Poland. The general impression of the content presented on the platform was, in most cases, rated as being very good or good. The platform itself was also evaluated positively. Based on the analyses conducted, two groups of platform users were identified. One third of the users have diverse experiences with e-learning, which corresponds with their digital literacy. The remaining two thirds of the respondents need more training in the areas evaluated. The authors of the paper believe that this type of study should accompany all activities that introduce e-learning at every stage of education. Only then will it be possible to discover where the digital divide lies among the teaching staff and learners.