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Blended learning models that combine face-to-face and online learning are of great importance in modern higher education. However, their development should be in line with the recent changes in e-learning that emphasize a student-centered approach and use tools available on the Web to support the learning process. This paper presents research on implementing a contemporary blended learning model within the e-course "Hypermedia Supported Education". The blended model developed combines a learning management system (LMS), a set of Web 2.0 tools and the E-Learning Activities Recommender System (ELARS) to enhance personalized online learning. As well as incorporating various technologies, the model combines a number of pedagogical approaches, focusing on collaborative and problem-based learning, to ensure the achievement of the course learning outcomes. The results of the comparative study show the effectiveness of the proposed model in that students who performed personalized collaborative e-learning activities achieved better course results. These findings encourage the further application of the model to other computer science courses. Index Terms-Blended learning model, collaborative learning, recommender systems, Web 2.0. Natasa Hoic-Bozic (M'05) received the B.S. degree in mathematics and information science from the University of Rijeka, Rijeka, Croatia, in 1990, the M.S. degree in computer and information science from the University of Ljubljana, Slovenia, in 1997, and the Ph.D. degree in computing from the Faculty of Electrical Engineering and Computing, University of Zagreb, Croatia, in 2002.She is currently an Associate Professor and Vice Head of the Department of Informatics, University of Rijeka. Her main research interests are in the fields of technology enhanced learning (e-learning), adaptive hypermedia, recommender systems, multimedia systems, blended learning approaches, and Web 2.0 tools for teaching and learning.

The purpose of this systematic literature review is to explore the area of digital Game-Based Learning (GBL) for students with intellectual disabilities as a tool that enables positive impact on learning and mastering specific skills in order to make recommendations for future research. Twenty-one studies were selected from different databases. The results showed that the most common type of game was serious game, and the most common used technology was PC with additional equipment, but tablets were also often used. In addition, the studies were more focused on the development of cognitive abilities rather than of adaptive skills.

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