Blended learning has become an increasingly popular form of e-learning, and is particularly suitable to the process of transitioning towards e-learning from traditional forms of learning and teaching. This paper describes the use of the blended e-learning model, which is based on a mixture of collaborative learning, problem-based learning (PBL) and independent learning, in a course ldquoTeaching Methods in Information Science,rdquo given at the University of Rijeka, Rijeka, Croatia. This model is realized as a combination of a face-to-face environment and online learning, using a proprietary learning management system (LMS) named adaptive hypermedia courseware (AHyCo). AHyCo is based on adaptive hypermedia and in addition to supporting learning and testing, introduces completely new constructivist and cognitivist elements to education. By supporting collaborative and project-oriented activities AHyCo promotes students' motivation for learning and establishes learning as an active and interactive process. This paper describes both the technology for, and the methodological approach to, course design and development which is aimed at supporting the evolution from traditional teaching to active learning, and raising interest in the topics of e-learning and Web courseware development among IT students. A survey conducted in the end of the course showed that students were satisfied with the pedagogical approach, and their academic achievements were also better than expected. Particularly important is that the dropout rate was greatly diminished, which could be related to students' satisfaction with the support they received from the instructor and the system.

Blended learning models that combine face-to-face and online learning are of great importance in modern higher education. However, their development should be in line with the recent changes in e-learning that emphasize a student-centered approach and use tools available on the Web to support the learning process. This paper presents research on implementing a contemporary blended learning model within the e-course “Hypermedia Supported Education”. The blended model developed combines a learning management system (LMS), a set of Web 2.0 tools and the E-Learning Activities Recommender System (ELARS) to enhance personalized online learning. As well as incorporating various technologies, the model combines a number of pedagogical approaches, focusing on collaborative and problem-based learning, to ensure the achievement of the course learning outcomes. The results of the comparative study show the effectiveness of the proposed model in that students who performed personalized collaborative e-learning activities achieved better course results. These findings encourage the further application of the model to other computer science courses.

The greatest environmental problem facing the world today is climate change, with a rise in sea level being one of the most important consequences, especially in low-lying coastal areas, such as river deltas where changes are exacerbated by human impacts, leading to increased seawater intrusion into coastal aquifers and the degradation of water quality. Water quality monitoring systems are being developed and deployed to monitor changes in the aquatic environment. With technological progress, traditional sampling-based water monitoring has been supplemented with sensors and automated data acquisition and transmission devices, resulting in the automation of water quality monitoring systems. This paper reviews the recent development and application of automated continuous water quality monitoring systems. It also draws on the results of our own experience in implementing such a system in the Neretva River Delta on the Croatian Adriatic coast. The installed system provides (near) real-time data on parameters such as temperature, pH, EC, TDS, and DO in the water, as well as a number of soil and weather variables, with data available at a high frequency through a developed database and web portal for various stakeholders. Continuous monitoring enables the collection of big data that can be used to develop models for predictions of water quality parameters and to develop guidelines for future management.

This paper presents experiences in introducing gamification to digital lessons for students mathematics learning in lower primary school. The study was conducted in a second and third grade primary school in Croatia where students (N=59) used tablet computers for a variety of gamified learning activities. Gamification algorithms and extensions were designed and integrated in digital lessons to improve young learners motivation and engagement in math learning. This paper presents preliminary experiences in applying gamification in lower-primary school mathematics learning and further explores how the gamification strategy influenced the level of student learning interest. The results show that gamification allows students to sustain more interest compared to the non-gamified approach to learning with digital resources.