Abstract:

In overarching aim of Bologna process to create common higher education area for cooperation and academic exchange several changes in existing studying programmes have been done. One of the most influencing changes is undoubtedly the compliance to reduced number of contact hours and increasing students’ workload to compensate the first mentioned. Some course designers simply reduced course objections according to the new amount of hours, some reduced the amount of face-to-face explanations, some increased intensity in lectures and exercises, and some adopt modern learning approaches to raise the efficiency level of teaching and learning.
Before the Bologna process started, distance learning in form of web-based learning (also called web-learning and on-line learning) emerged. Some higher education institutions have been early adopters of it, others were cautious or just needed more time, and nowadays most of them use at least interactive online learning management systems (e.g. Moodle, aTutor, ILIAS, Sakai etc.). Furthermore, the information and communication technology (ICT) broadened so far, that students expect the information on their study to be available on-line and to expand their knowledge and develop their competences via interactive on-line applications. While some researchers already report that strict web-based learning without face-to-face meetings in classrooms is not viable for some learners and some studying topics, it seems that blended learning (also referred as hybrid learning approach) can be properly balanced approach combining traditional face-to-face classroom lectures with individual or collaborative on-line engagement.
Blended learning approach for two studying programmes in one course was at our faculty gradually introduced at academic year 2007/2008. Although it was introduced before Bologna process affected this course, the emerged study model at this course showed to be appropriate for the change in academic year 2012/2013 when this course will become electable Bologna course and shortened from two to one semester. Observations during these academic years showed that by using blended learning, the amount of objectives do not need to be significantly reduced, however, some issues in blended learning approach must be considered. One of them is appropriate learning resources, which have to facilitate more time efficient studying. In the paper, the blended learning approach as implementation of Bologna process changes is considered and above mentioned study is presented. In addition, issues on learning resources are presented and evaluation of experiment by using pre-recorded lectures in form of narrated presentations is discussed.

Keywords:

Bologna process, blended learning, learning resource, pre-recorded lecture, narrated presentation.