ROLE OF TRUST IN MODERN E-LEARNING MODELS

K. Gurba1, E. Gurba2

1Pontifical University of John Paul II in Krakow (POLAND)
2Jagiellonian University (POLAND)
There is one important factor, which in rapidly changing relations between learners and teachers or content producers in the process of distance learning is often underestimated. It is a factor of trust. Trust in distance learning has at least three different meanings. First type of trust, probably the most important, concerns the relation between pupils and teachers. In traditional class it is called pupil-master relationship and it intrinsically involves high level of mutual trust between the two. In modern e-learning this type of trust is not that obvious but is still in the same way desired. Second type of trust concerns various relations on the bottom level of the process of learning, and is often called peer trust. At nowadays stage of massive distance learning development there are usually lots of occasions to communicate in the group of learners, to peer learning and even peer assessment. Level of trust between the learners in the group can influence overall trust to the course and to the very idea of distance learning.

Third type of trust is addressed to the content of the course online. Learners should be convinced that the product offered on learning market is of highest possible quality.

Taking into account above mentioned three types of trust that play role in effective distance learning we have designed a series of studies aiming at verification of the set of hypotheses put forward at the beginning of the research. And thus, we wanted to check what is the importance of this manifestations of trust in the course of using the distance learning courses and to verify whether proper design and use of e-learning can preserve the sufficient level of trust and defend the quality of modern e-learning products.

Our research shows high level of correlation between subjective sense of trust among young learners and effectiveness of distance learning. Second important conclusion states high attribution of importance to trust factor in all groups participated in our research.
keywords: e-learning, trust.