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Lan Umek
Faculty of Public Administration, University of Ljubljana, 1000 Ljubljana, Slovenia

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Short Biography

Assistant Professor of Statistics at University of Ljubljana, Faculty of Public Administraion. Research interests: data mining, data science, subgroup discovery, text mining, bibliometric analysis, multivariate analysis, survey analysis, applications of statistical method to different scientific disciplines: administrative, medical, biological, computer sciences. Teaching experiences: lectures in statistics, quantitative analysis, survey methodology.

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Journal article
Published: 03 November 2020 in Sustainability
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The lack of knowledge about the COVID-19 pandemic has encouraged extensive research in the academic sphere, reflected in the exponentially growing scientific literature. While the state of COVID-19 research reveals it is currently in an early stage of developing knowledge, a comprehensive and in-depth overview is still missing. Accordingly, the paper’s main aim is to provide an extensive bibliometric analysis of COVID-19 research across the science and social science research landscape, using innovative bibliometric approaches (e.g., Venn diagram, Biblioshiny descriptive statistics, VOSviewer co-occurrence network analysis, Jaccard distance cluster analysis, text mining based on binary logistic regression). The bibliometric analysis considers the Scopus database, including all relevant information on COVID-19 related publications (n = 16,866) available in the first half of 2020. The empirical results indicate the domination of health sciences in terms of number of relevant publications and total citations, while physical sciences and social sciences and humanities lag behind significantly. Nevertheless, there is an evidence of COVID-19 research collaboration within and between different subject area classifications with a gradual increase in importance of non-health scientific disciplines. The findings emphasize the great need for a comprehensive and in-depth approach that considers various scientific disciplines in COVID-19 research so as to benefit not only the scientific community but evidence-based policymaking as part of efforts to properly respond to the COVID-19 pandemic.

ACS Style

Aleksander Aristovnik; Dejan Ravšelj; Lan Umek. A Bibliometric Analysis of COVID-19 across Science and Social Science Research Landscape. Sustainability 2020, 12, 9132 .

AMA Style

Aleksander Aristovnik, Dejan Ravšelj, Lan Umek. A Bibliometric Analysis of COVID-19 across Science and Social Science Research Landscape. Sustainability. 2020; 12 (21):9132.

Chicago/Turabian Style

Aleksander Aristovnik; Dejan Ravšelj; Lan Umek. 2020. "A Bibliometric Analysis of COVID-19 across Science and Social Science Research Landscape." Sustainability 12, no. 21: 9132.

Journal article
Published: 13 October 2020 in Sustainability
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The paper presents the most comprehensive and large-scale study to date on how students perceive the impacts of the first wave of COVID-19 crisis in early 2020 on various aspects of their lives on a global level. With a sample of 30,383 students from 62 countries, the study reveals that amid the worldwide lockdown and transition to online learning students were most satisfied with the support provided by teaching staff and their universities’ public relations. Still, deficient computer skills and the perception of a higher workload prevented them from perceiving their own improved performance in the new teaching environment. Students were mainly concerned about issues to do with their future professional career and studies, and experienced boredom, anxiety, and frustration. The pandemic has led to the adoption of particular hygienic behaviours (e.g., wearing masks, washing hands) and discouraged certain daily practices (e.g., leaving home, shaking hands). Students were also more satisfied with the role played by hospitals and universities during the epidemic compared to the governments and banks. The findings also show that students with certain socio-demographic characteristics (male, part-time, first-level, applied sciences, a lower living standard, from Africa or Asia) were significantly less satisfied with their academic work/life during the crisis, whereas female, full-time, first-level students and students faced with financial problems were generally affected more by the pandemic in terms of their emotional life and personal circumstances. Key factors influencing students’ satisfaction with the role of their university are also identified. Policymakers and higher education institutions around the world may benefit from these findings while formulating policy recommendations and strategies to support students during this and any future pandemics.

ACS Style

Aleksander Aristovnik; Damijana Keržič; Dejan Ravšelj; Nina Tomaževič; Lan Umek. Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Sustainability 2020, 12, 8438 .

AMA Style

Aleksander Aristovnik, Damijana Keržič, Dejan Ravšelj, Nina Tomaževič, Lan Umek. Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Sustainability. 2020; 12 (20):8438.

Chicago/Turabian Style

Aleksander Aristovnik; Damijana Keržič; Dejan Ravšelj; Nina Tomaževič; Lan Umek. 2020. "Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective." Sustainability 12, no. 20: 8438.

Preprint
Published: 12 September 2020
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The COVID-19 pandemic caused by the novel coronavirus emerged in Wuhan City, Hubei province of China at the end of 2019, has radically transformed the lives of people around the world. Due to its fast spreading, it is currently considered as a worldwide health, social and economic concern. The lack of knowledge on this area has encouraged academic sphere for extensive research, which is reflected in exponentially growing scientific literature in this area. However, current state of COVID-19 research reveals only early development of knowledge, while a comprehensive and in-depth overview remains neglected. Accordingly, the main aim of this paper is to fill the aforementioned gap in the literature and provide an extensive bibliometric analysis of COVID-19 research across science and social science research landscape, using innovative and sophisticated bibliometric approaches (e.g. Venn diagram, Biblioshiny descriptive statistics, VOSviewer co-occurrence network analysis, Jaccard distance cluster analysis, text mining based on logistic regression). The bibliometric analysis is based on the Scopus database including all relevant and latest information on COVID-19 related publications (n=16,866) in the first half of 2020. The empirical results indicate that there is still a lack of publications of COVID-19 and its implications in less-explored (non-health) sciences, especially in social sciences. Accordingly, the findings emphasize an importance of a comprehensive and in-depth approach considering different scientific disciplines in COVID-19 research. The understanding of the evolution of emerging scientific knowledge on COVID-19 is beneficial not only for scientific community but also for evidence-based policymaking in order to prevent and address the COVID-19 pandemic.

ACS Style

Aleksander Aristovnik; Dejan Ravšelj; Lan Umek. A Bibliometric Analysis of COVID-19 across Science and Social Science Research Landscape. 2020, 1 .

AMA Style

Aleksander Aristovnik, Dejan Ravšelj, Lan Umek. A Bibliometric Analysis of COVID-19 across Science and Social Science Research Landscape. . 2020; ():1.

Chicago/Turabian Style

Aleksander Aristovnik; Dejan Ravšelj; Lan Umek. 2020. "A Bibliometric Analysis of COVID-19 across Science and Social Science Research Landscape." , no. : 1.

Preprint
Published: 19 August 2020
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The paper presents the most comprehensive and large-scale study to date on how students perceive the impacts of the COVID-19 crisis on various aspects of their lives on a global level. With a sample of 30,383 students from 62 countries, the study reveals that amid the worldwide lockdown and transition to online learning students were most satisfied with the support provided by teaching staff and their universities’ public relations. Still, deficient computer skills and the perception of a higher workload prevented them from perceiving their own improved performance in the new teaching environment. Students were mainly concerned about issues to do with their future professional career and studies, and experienced boredom, anxiety and frustration. The pandemic has led to the adoption of particular hygienic behaviours (e.g. wearing masks, washing hands) and discouraged certain daily practices (e.g. leaving home, shaking hands). Students were also more satisfied with the role played by hospitals and universities during the epidemic compared to the government and banks. The findings also show that students with selected socio-demographic characteristics (male, part-time, first level, applied sciences, lower living standard, from Africa or Asia) were generally more strongly affected by the pandemic since they were significantly less satisfied with their academic work/life. Key factors influencing students' satisfaction with the role of their university are also identified. Policymakers and higher education institutions around the world may benefit from these findings while formulating policy recommendations and strategies to support students during this and any future pandemics.

ACS Style

Aleksander Aristovnik; Damijana Keržič; Dejan Ravšelj; Nina Tomaževič; Lan Umek. Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. 2020, 1 .

AMA Style

Aleksander Aristovnik, Damijana Keržič, Dejan Ravšelj, Nina Tomaževič, Lan Umek. Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. . 2020; ():1.

Chicago/Turabian Style

Aleksander Aristovnik; Damijana Keržič; Dejan Ravšelj; Nina Tomaževič; Lan Umek. 2020. "Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective." , no. : 1.

Case report
Published: 17 June 2019 in Interactive Technology and Smart Education
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Purpose This paper aims to study the relationship between students’ activities in the e-classroom and grades for the final exam. The study was conducted at the Faculty of Administration, University of Ljubljana among first-year undergraduate students. In the e-classroom, students learn new content for individual self-study, and their knowledge is checked with quizzes. Design/methodology/approach In the empirical study, the relationship between performance in quizzes and at the final exam was studied from two perspectives. First, successful and unsuccessful students (in terms of quizzes) were compared. Second, the Orange data mining software was used for two predictive modelling tasks. The research question was based on a student’s quiz performances, is it possible to predict whether the student will pass an exam and will the student’s grade for the exam be good. Findings The empirical results indicate a very strong connection between a student’s performance in quizzes and their score for the final exam in the course. Significant differences in performance were found between students who had completed most quizzes and those who had not. Moreover, the results highlighted which quizzes, in other words topics, are most important for passing an exam or obtaining a better grade. Therefore, the quality of individual study in the e-classroom positively influences a student’s performance. Originality/value The paper is the first to assess the impact of students’ activities on learning outcomes in undergraduate public administration programmes by applying a data mining approach.

ACS Style

Damijana Keržič; Aleksander Aristovnik; Nina Tomaževič; Lan Umek. Assessing the impact of students’ activities in e-courses on learning outcomes: a data mining approach. Interactive Technology and Smart Education 2019, 16, 117 -129.

AMA Style

Damijana Keržič, Aleksander Aristovnik, Nina Tomaževič, Lan Umek. Assessing the impact of students’ activities in e-courses on learning outcomes: a data mining approach. Interactive Technology and Smart Education. 2019; 16 (2):117-129.

Chicago/Turabian Style

Damijana Keržič; Aleksander Aristovnik; Nina Tomaževič; Lan Umek. 2019. "Assessing the impact of students’ activities in e-courses on learning outcomes: a data mining approach." Interactive Technology and Smart Education 16, no. 2: 117-129.

Journal article
Published: 01 January 2019 in Pénzügyi Szemle = Public Finance Quarterly
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ACS Style

Maja Klun; Jože Benčina; Lan Umek. Online költségvetési átláthatósági mutató és annak meghatározó tényezőia szlovén önkormányzatoknál. Pénzügyi Szemle = Public Finance Quarterly 2019, 64, 395 -418.

AMA Style

Maja Klun, Jože Benčina, Lan Umek. Online költségvetési átláthatósági mutató és annak meghatározó tényezőia szlovén önkormányzatoknál. Pénzügyi Szemle = Public Finance Quarterly. 2019; 64 (3):395-418.

Chicago/Turabian Style

Maja Klun; Jože Benčina; Lan Umek. 2019. "Online költségvetési átláthatósági mutató és annak meghatározó tényezőia szlovén önkormányzatoknál." Pénzügyi Szemle = Public Finance Quarterly 64, no. 3: 395-418.

Journal article
Published: 01 January 2019 in Pénzügyi Szemle = Public Finance Quarterly
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ACS Style

Maja Klun; Jože Benčina; Lan Umek. Online Budget Transparency Index and its Determinants in Slovenian Municipalities. Pénzügyi Szemle = Public Finance Quarterly 2019, 64, 393 -413.

AMA Style

Maja Klun, Jože Benčina, Lan Umek. Online Budget Transparency Index and its Determinants in Slovenian Municipalities. Pénzügyi Szemle = Public Finance Quarterly. 2019; 64 (3):393-413.

Chicago/Turabian Style

Maja Klun; Jože Benčina; Lan Umek. 2019. "Online Budget Transparency Index and its Determinants in Slovenian Municipalities." Pénzügyi Szemle = Public Finance Quarterly 64, no. 3: 393-413.

Journal article
Published: 06 March 2017 in The International Journal of Information and Learning Technology
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Purpose In higher education, a combination of traditional face-to-face learning and e-learning is becoming very popular. During their studies, students are enroled in several e-courses. They perceive various aspects of e-courses and show different responses when using teaching materials and learning in an e-course. The purpose of this paper is to measure such aspects from the students’ perspective and explore the differences among various subgroups of students. Design/methodology/approach In the survey, students expressed their opinions on 13 different aspects (a seven-level scale) of the e-courses in which they were enroled. In addition, the influence of some demographic characteristics was analysed. The authors used statistical tests (t-test and ANOVA) to compare the means among the analysed subgroups. Findings The empirical results reveal some differences among the subgroups of students. Students’ attitudes to blended learning increase significantly by year of study and decrease according to the amount of other non-study activities. Simplicity of finding materials in an e-course is the factor where male and female students differ significantly. This finding serves as a guideline for faculty management concerned with how to adjust blended learning to fulfil the various expectations of different student subgroups. Originality/value This paper’s insights will be of value to individuals and institutions engaged in the e-learning process in higher education. In particular, the results will be helpful to the faculty management and teachers with the main task to increase the engagement of particular groups of students regarding the work in e-courses.

ACS Style

Aleksander Aristovnik; Nina Tomazevic; Damijana Kerzic; Lan Umek. The impact of demographic factors on selected aspects of e-learning in higher education. The International Journal of Information and Learning Technology 2017, 34, 114 -121.

AMA Style

Aleksander Aristovnik, Nina Tomazevic, Damijana Kerzic, Lan Umek. The impact of demographic factors on selected aspects of e-learning in higher education. The International Journal of Information and Learning Technology. 2017; 34 (2):114-121.

Chicago/Turabian Style

Aleksander Aristovnik; Nina Tomazevic; Damijana Kerzic; Lan Umek. 2017. "The impact of demographic factors on selected aspects of e-learning in higher education." The International Journal of Information and Learning Technology 34, no. 2: 114-121.

Journal article
Published: 01 January 2017 in International Journal of Innovation and Learning
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The use of information and communication technologies (ICT) and therefore e-learning is becoming an ever more frequently used teaching and learning technique at all levels of education. The purpose of the paper is to analyse how introduction of Moodle e-learning platform as part of the teaching process is related with students' performance, i.e., the average grade and the average number of admissions to the exams. We also examined the same relationship among different groups of students (based on selected individual socio-demographic factors). The study included a member of the University of Ljubljana (Faculty of Public Administration) in the period from 2008 till 2014. The results of the analysis (using a t-test) show a significant improvement in performance at the different (faculty-, student- and course-) levels after introducing the Moodle. The data show that the greatest improvement is seen among students with lower high school grades.

ACS Style

Lan Umek; Damijana Keržič; Aleksander Aristovnik; Nina Tomaževič. An assessment of the effectiveness of Moodle e-learning system for undergraduate public administration education. International Journal of Innovation and Learning 2017, 21, 165 .

AMA Style

Lan Umek, Damijana Keržič, Aleksander Aristovnik, Nina Tomaževič. An assessment of the effectiveness of Moodle e-learning system for undergraduate public administration education. International Journal of Innovation and Learning. 2017; 21 (2):165.

Chicago/Turabian Style

Lan Umek; Damijana Keržič; Aleksander Aristovnik; Nina Tomaževič. 2017. "An assessment of the effectiveness of Moodle e-learning system for undergraduate public administration education." International Journal of Innovation and Learning 21, no. 2: 165.

Journal article
Published: 01 January 2017 in International Journal of Innovation and Learning
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ACS Style

Damijana Keržič; Aleksander Aristovnik; Nina Tomaževič; Lan Umek. An assessment of the effectiveness of Moodle e-learning system for undergraduate public administration education. International Journal of Innovation and Learning 2017, 21, 165 .

AMA Style

Damijana Keržič, Aleksander Aristovnik, Nina Tomaževič, Lan Umek. An assessment of the effectiveness of Moodle e-learning system for undergraduate public administration education. International Journal of Innovation and Learning. 2017; 21 (2):165.

Chicago/Turabian Style

Damijana Keržič; Aleksander Aristovnik; Nina Tomaževič; Lan Umek. 2017. "An assessment of the effectiveness of Moodle e-learning system for undergraduate public administration education." International Journal of Innovation and Learning 21, no. 2: 165.

Journal article
Published: 21 November 2016 in Interactive Technology and Smart Education
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Purpose In higher education, blended learning is already strongly established. The e-courses vary in their structure, assignments, prompt examinations, interaction between students and teachers, etc. Such aspects may influence the students’ perception of usefulness of blended learning. The purpose of this paper is to identify the factors which influence that feeling and to look for possible differences in perception by different subgroups of students. Design/methodology/approach Students in the survey evaluated 13 aspects of e-courses in which they were enrolled. From enrolment documents, additional demographic data were collected (gender, high-school grade, study programme, etc.). A multiple linear regression was used with perceived usefulness as the response variable and the 12 other e-course aspects as predictors. Further, the same regression analysis was performed on different subgroups of students based on demographical data. Findings The empirical results showed that the general impression regarding the e-courses, their consistency with the face-to-face teaching and the teachers’ responsiveness had a significant influence on the students’ perception of the usefulness of e-courses. Further analysis based on demographic data revealed several subgroups of students where the perception of usefulness was influenced by different aspects. The teachers’ feedback and supplementing the tutorial play an important role in higher years of study, while the general impression loses its influence. Originality/value The paper is the first to explore the importance of demographic determinants of perceived usefulness of e-learning tools in EAPAA (European Association of Public Administration Accreditation)-accredited undergraduate public administration programmes.

ACS Style

Aleksander Aristovnik; Damijana Keržič; Nina Tomaževič; Lan Umek. Demographic determinants of usefulness of e-learning tools among students of public administration. Interactive Technology and Smart Education 2016, 13, 289 -304.

AMA Style

Aleksander Aristovnik, Damijana Keržič, Nina Tomaževič, Lan Umek. Demographic determinants of usefulness of e-learning tools among students of public administration. Interactive Technology and Smart Education. 2016; 13 (4):289-304.

Chicago/Turabian Style

Aleksander Aristovnik; Damijana Keržič; Nina Tomaževič; Lan Umek. 2016. "Demographic determinants of usefulness of e-learning tools among students of public administration." Interactive Technology and Smart Education 13, no. 4: 289-304.