Abstract:

Different forms of teaching have been emerging in the context of technological advances (Gedeon & Khalil, 2015). Web-based adaptive collaborative learning environment appears to be important element supplementing or sometimes even changing traditional (face-to-face) teaching. The application of various learning tools enables the students to interact with course resources, to develop new skills and to structure their own learning trajectory (Benta et al., 2014). Furthermore, e-learning increases the engagement of the students in the learning process, develops their abilities to construct own knowledge, to discuss and cooperate with teachers and other colleagues, improves self-regulation, and increases skills to undertake lifelong learning (Gedeon & Khalil, 2015; Kigundu, 2017; Sharma, 2017). While different tools of e-learning (e.g. Moodle, MOOCs, Coursera, Adobe Connect, etc.) lead to the new teaching techniques, the teachers face a challenge how to combine classical approaches to teaching with new methods and models. The gradual shift from traditional teaching to e-learning has been observed in social science study programmes. Thus, e-learning tools have to be taken into consideration while developing and implementing Risk Governance curriculum. Notably, the curriculum of Risk Governance is shaped by constant changes of contemporary societies, the presence of new risks and uncertainties. The paper aims to present the results of the project "Risk and Security Governance Studies within Baltic – Nordic Academic Community of Practice" implemented in the framework of Erasmus+ programme. In particular, the best practices related to the implementation of Risk Governance curriculum and application of e-learning tools will be discussed.

The best practices of Risk Governance curriculum are split into six interconnected blocks:
(1) Understanding of risks in the particular context,
(2) Investigation and assessment of risks,
(3) Technological development and emerging risks,
(4) Environmental challenges,
(5) Social risks and resilient societies,
(6) Communication of risk.

The first block consists of the following subjects: theories of risks, security policy or similar subject which is the introductory subject in the majority of programmes. The second block is mainly based on the research methodologies, while the third block introduces cyber security and a wide range of technological threads. The fourth block is focusing on environmental issues such as energy security, climate change and its economic outcomes. The fifth block comprises geopolitical risks and regional security, while the sixth block consist of contemporary media, data visualization and public engagement. The first five blocks are subject specific and thus, Moodle, as the e-learning tool was considered as the best practice. Meanwhile, the sixth block of the subjects includes usage of media, data visualization and public engagement. The subjects in the latter block aim to develop general competencies and thus, MOOC was selected as the most effective way to deliver knowledge. The research provides insights into the issues of e-learning implementation and thus, suggests the areas of improvements and for future investigations.

Keywords:

e-learning, traditional teaching, Risk Governance, best practices.