The paper examines different implementation models webinars to education within the university courses and in lifelong learning, we made during the last three years have been within the Division of Information and Library Studies – Course work with information, webinars, conferences and seminars, teacher training, individual mentoring or distance lectures for a foreign lecturer.
In the context of the data obtained will try to show some characteristics that are associated with this form of education-related and outline their practical implementation. All ourses were implemented in Adobe Connect, so in terms of some technological similarities easily comparable. The emphasis is put on the question of how to make quality, interesting webinars with appropriate educational content that are helpful and attractive for the students and on the implementation of webinars into the educational process.
One of the pedagogical theories dealt with in connection with the development of the internet and online learning is connectivism, which emphasises the creation of knowledge in a network environment, creative individual activity of students and their ability of self-educate themselves to a large extent. Because this branch has lacked well-worked-out didactical methods, we find it useful to deal with them in a great detail here – especially taking into account that webinars are considered a typically connectivist form of education.
We also analyze the problems that are associated with teaching students who have webinar individually controlled and used for the education of others. In this paper, we will combine research data from evaluation participants (questionnaires), analyzing the data directly to individual user behavior and personal experience with this technology.
ČERNÝ, Michal. Distance education via webinars: research and practice. In Jan Beseda. DisCo 2016: Towards open education and information societ: 11th conference reader. Prague: Center for Higher Education Study, 2016. s. 12-24, 13 s. ISBN 978-80-86302-62-1.