The aim of this paper is to present the learning and teaching styles using the Social Learning Environment (SLE), which was developed based on the computer supported collaborative learning approach. To avoid burdening learners with multiple platforms and tools, SLE was designed and developed in order to integrate existing systems, institutional learning, management systems, and Facebook. With SLE, a learner is exposed to instructional learning material, problem-based, project-based, and social learning. This work focuses on presenting and analyzing effectiveness of implemented teaching and learning scenarios that are used by means of SLE. This study investigates the use of SLE as a learning environment and it examines student satisfaction and online activity while using it. The aim is to evaluate the overall effectiveness of integrating SLE with online learning and to determine how using SLE effects student learning. This analysis points out the advantages and disadvantages of using SLE in online learning and provides recommendations for future improvements.

<p>In this paper, DeLone and McLean’s updated information system model was used to evaluate the success of an e-Learning system and its courses in a transitional country like Serbia. In order to adapt this model to an e-Learning system, suitable success metrics were chosen for each of the evaluation stages. Furthermore, the success metrics for e-Learning evaluation are expanded by providing several systems for quantifying the given success metrics. The results presented in this paper are based on courses that were taught both online and traditionally in three different subject areas: graphic design, information technology, and management. Of particular interest were success metrics which can be determined using quantifiable data from the e-Learning system itself, in order to evaluate and find the relationship between students’ academic achievement, usage of learning materials, and students’ satisfaction. The results from different courses were used to illustrate the implementation and evaluation of these success metrics for both online and traditional students.</p>

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<p>In order for higher education institutions, which implements blended and/or online learning to remain competitive and innovative it needs to keep up with the cutting edge technological and educational advances. This task is usually very difficult, keeping in mind the budget constraints that many institutions have. This usually implies that existing open source solutions have to be used and adapted to individual needs of each institution. Keeping up with the current technological advances often brings not only financial challenges, but also transitional challenges that may put at risk learning quality and reputation of the institution, as well as performance of students. This work describes the features of the system, results and challenges of transitioning to e-learning system that displays learning materials through sequence of reusable learning objects (LOs) from the system that does not have these capabilities. The goal of such system is to increase reusability of learning content, and moreover, to increase online interactivity and communication between the instructor and students. Findings of this work reveal advantages, disadvantages and potential obstacle of implementation e-learning system with LOs and give an overview of suggestions for implementation improvements. These suggestions are given based on evaluation of implementation of new e-learning system with LOs, after the transition from the traditional e-learning system. Furthermore, based on the research of existing methodologies in the field of information systems, and the results of this research, this work proposes methodology for transferring into e-learning system with LOs. </p>

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