Readings
Temeljna literatura:
• Jereb, J. (1998) Teoretične osnove izobraževanja, Moderna organizacija, Kranj.
• Bregar, L., Zagmajster, M., & Radovan, M. (2020). E-izobraževanje za digitalno družbo. Ljubljana: Andragoški center Slovenije.
• Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80, 28-38. https://doi.org/10.1016/j.compedu.2014.08.006.
• Huybers, T., Louviere, J., & Islam, T. (2015). What determines student satisfaction with university subjects? A choice-based approach. The Journal of Choice Modelling. Retrieved from http://www.sciencedirect.com/science/article/pii/S1755534515300907.
Dodatna literatura:
• Urh, M., & Jereb, E. (2020). Pozitivni in negativni vidiki igrifikacije v izobraževanju = Positive and negative aspects of gamification in education. V: RAJKOVIČ, Uroš (ur.), BATAGELJ, Borut (ur.). Vzgoja in izobraževanje v informacijski družbi = Education in Information Society : 9. oktober 2020, 9 October 2020, Ljubljana, Slovenia : Informacijska družba - IS 2020 = Information Society - IS 2020 : zbornik 23. mednarodne multikonference = proceedings of the 23rd international multiconference : zvezek G = volume G. Ljubljana: Institut "Jožef Stefan", str. 281-285. Jereb, E., Urh, M., Jerebic, J., & Šprajc, P. (2018). Gender differences and the awareness of plagiarism in higher education. Social psychology of education : an international journal, ISSN 1381-2890, https://rd.springer.com/article/10.1007/s11218-017-9421-y
• Knowles, M.S., Swanson, R.A., Holton, E.F. (2012). The Adult Learner, Seventh Edition: The definitive classic in adult education and human resource development. Elsevier, USA
• Tune, J. D., Sturek, M., & Basile, D.P. (2013). Flipped Classroom Model Improves Graduate Student Performance in Cardiovascular, Respiratory, and Renal Physiology. Advances in Physiological Education 37(4), 316–320.
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