Building on Strategic eLearning Initiatives of Hybrid Graduate Education a Case Study Approach: MHEI-ME Erasmus+ Project

Abstract

Online courses are gaining popularity because they provide extensive and varied course material, information, knowledge, and skills, whilst also creating an effective educational online community. This research adopts a case study approach to focus on the teaching method and the manner in which a strategic commitment to eLearning provides scope for the development and implementation of top quality educational online fully accredited programs. Entrepreneurship focuses on developing businesses that add value and create wealth and prosperity in our societies. Therefore, entrepreneurship is a key area of learning for graduate students seeking to set up and operate their own SME organizations. It can serve as a benchmark for the teaching of other graduate subjects that require a sound correlation for the correlation of concepts and theories to the challenging complexities of the real world. The program was developed on the basis of the implementation of a state-of-the-art eLearning platform that allowed for a combination of varied self-learning and collaborative learning elements and activities within a single platform. This enabled students to access the online content material efficiently and effectively. It allows for the development of a program based on the flipped classroom teaching methodology. The underlying concept of the flipped classroom methodology is that effective eLearning should comprise both synchronous and asynchronous learning activities. This combination of self-learning and collaborative learning calls for careful planning by the tutor to ensure that the learning objectives are clearly defined for each activity and that the relevant deliverables are monitored. The content material for each subject course module was designed, developed, produced, and presented by the different project partners in a holistic manner structured to motivate participants to learn. The results of our analysis have shown that students were able to learn, discuss their projects, and cooperate during an online course in an effective and participant-focused manner with their tutors. The feedback given highlights the importance of ongoing communications between students and the tutors who often need to act as mentors to retain student engagement.

Effects of Online Problem-Based Learning to Increase Global Competencies for First-Year Undergraduate Students Majoring in Science and Engineering in Japan

“…Furthermore, research conducted by Madle ňák et al proved that well-planned flipped learning along with proper learning material provision can ensure an increase in learners' motivation, knowledge acquisition, confidence, and satisfaction. In so doing, the paper insisted that instructor-students communication and multiple approaches for checking content acquisition are important [32]. Research conducted by Şenda ǧ and Ferhan Odabaşi concluded that students' critical thinking skills can be increased more so through online PBL than an instructor-led online course [15].…”

Early Warning Method of Postgraduate Education Quality in Colleges and Universities Based on Multisource Information Fusion

“…Information technology is one of the fastestgrowing high-tech technologies and has become an important engine for my country's economic growth [8]. The role played by various related fields of information technology in the development of strategic emerging industries will directly affect the development process of my country's strategic emerging industries [9]. To cope with this situation, multisource information fusion emerges as a new frontier subject and research field [10].…”

Examination of the psychological well-being of students during the coronavirus pandemic: The case of Hungarian economic universities

“…According to Réthy (2003), an individual's learning motivation is best guaranteed by the educational process that provides self-regulation. Madleňák et al (2021) propose the flipped classroom method. Another study examined in Hungary how the COVID-19 epidemic and the resulting social changes, influenced the education of theoretical economics (Fenyvesi et al, 2023).…”