Comparison of the results of two research works on e-learning with a special emphasis on the change of economic conditions after LIthuania’s accession to the EU

Dr Natalija Lepkova
Vilnius Gediminas Technical Univ. Lithuania

Silva Rimkuviene
Vilnius Gediminas Technical Univ.Lithuania

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Abstract. Changing conditions caused by economic, social and technological factors force higher education institutions to maximize their investments in instructional technology equipment, facilities and training in order to provide new learning experiences for students.

This paper compares the results of two research works carried out by the authors. The paper focuses on the change of economic conditions after Lithuania’s accession to the EU. The first research was carried out in 2003—before the EU accession. The research was based on a questionnaire. The second research was completed in 2006—after the EU accession. The results of both research works were compared on the basis of general indices of the economic level. The main purpose of the comparison was to show the differences of students’ opinion and the development of e-learning in the Civil Engineering Faculty of Vilnius Gediminas Technical University (Lithuania).

1. Introduction

Electronic learning or e-learning is a general term which refers to a type of education when the teacher and the student are separated by space or time and the gap between them is bridged through the use of online technology [1].

E-learning is used in numerous contexts interchangeably. In companies, it refers to strategies that use the company network to deliver training courses to employees. In universities offering distance education, such as the Open University in UK or the Penn State World Campus in USA, e-learning is defined as a planned teaching/learning experience that uses a wide spectrum of technologies, mainly Internet, to reach learners at a distance [1].

In virtual learning environments, the motivation to learn is based on successful communication between teachers and students, as well as professional implementation of methodical/didactic methods. This can be achieved through a good atmosphere, interest and esteem, along with communication and a good relationship—both of which are essential factors to succeeding in virtual learning [2].

The first distance-learning programme was launched in September of 1999 in the Department of Construction Economics and Property Management of the Faculty of Civil Engineering of VGTU. It was one of the first Master Degree programmes in Central and Eastern Europe. Currently, three study programmes are available. The total number of students is 215.  All programme materials are available as printouts and are enhanced, where appropriate, to take advantage of modern teaching techniques and delivery mechanisms. In particular, the following media are used in specific modules: electronic textbooks, videos, computer software, computer learning systems, computer conferencing, computer networks, ‘face-to-face’ contact. The choice of media is often relatively easy because, in many cases, local constraints, accessibility issues and the cost virtually dictate the media through which learners will have to work. Accessibility is vitally important to any learners who have to use self-instructional materials [3].

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