Danica Pirsl – University of Nis, Faculty of Sport, Nis, Serbia
Andon Kostadinovic – University of Nikola Tesla, Faculty of Law, Management and Security โConstantine the Greatโ, Nis, Serbia
DOI: https://doi.org/10.31410/ERAZ.2019.309
5th International Conference – ERAZ 2019 – KNOWLEDGE BASED SUSTAINABLE DEVELOPMENT, Budapest – Hungary, May 23, 2019, CONFERENCE PROCEEDINGS
Published by: Association of Economists and Managers of the Balkans – Belgrade, Serbia
Conference partners: Faculty of Economics and Business, Mediterranean University, Montenegro; University of National and World Economy – Sofia, Bulgaria; Faculty of Commercial and Business Studies – Celje, Slovenia; Faculty of Applied Management, Economics and Finance โ Belgrade, Serbia;
ISBN 978-86-80194-20-2, ISSN 2683-5568, DOI: https://doi.org/10.31410/ERAZ.2019
Abstract
Domain-specific cognitive competencies refer to generic skills, more specific to e-learning competencies
in Physical education (PE) students over their academic lifespan. When higher education standards
benchmark studentsโ competence development, they relate to all educational stages. E-learning in sports
sciences in Serbia is still being developed and is attracting attention of wider educational arena. Faculty of
Physical Education and Sport in Nis wanted to contribute more to this area trying to diminish limiting influence
of technical and cultural factors. Therefore, the University of Nis and National Sports Academy established
distance learning centers for sports sciences to promote e-learning and higher-level diploma attainment. This,
in itself, poses educational and economic challenges as well. This paper presents problems, advantages and
drawbacks of this IPA Cross-Border cooperation project, how after one-year joint distance learning centers
in Serbia and Bulgaria for sports sciences were accredited, and how students benefited from it in the labor
market thus meeting economic challenges of introducing distance learning mode of instruction. However, the
objective of this paper is not only to describe learning environment and assessment of learning outcomes, but
also to emphasize e-learning specific teaching methods and perceived and realistically acquired skills and
abilities. Sports sciences courses at the Faculty of Sport in Nis aim to develop generic and sports specific
skills. The underlying theory used is Sloan-C Five Pillars managing the quality of online education, its effects,
studentsโ satisfaction, teaching staff commitment, price and investment returns, and access. They encompass:
1) mode of learning, 2) integration manner, 3) forms of learning content and objectives delivery, 4) variety of
sports sciences teaching methods, 5) participation of learning subjects, and 6) place of teaching method execution.
81% employersโ satisfaction survey results point to the justification of introducing the e-learning mode
in sports sciences at the Faculty of sport and physical education in Nis, Serbia.
Key words
E-learning, distance learning centers, educational challenges, generic and sports specific
skills, labor market challenges.
References
[1] Baines, A. (1994). โNegotiate to Winโ, Work Study, Vol. 43, 8, pp. 25-26.
[2] Weinert, F., and Kluwe, R. (eds.). (1987). Metacognition, Motivation, and Understanding,
Erlbaum, Hillsdale, NJ, pp. 21โ29.
[3] P. Drucker. (1998). The Coming of the New Organization. Knowledge Management, USA:
Harvard Business School Press.
[4] H. Holec, (1987). โThe learner as manager: managing learning or managing to learn?โ In
Wenden and Rubin (Eds.). Learner strategies in Language Learning, Prentice hall international:
UK Ltd.
[5] I. Nonaka. (1998). The Knowledge-Creating Organization, Knowledge Management,
USA: Harvard School Press.
[6] K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.) (2006). Cambridge
Handbook of Expertise and Expert Performance. New York, NY: Cambridge University
Press, Studies of expertise from psychological perspectives.
https://www.researchgate.net/publication/200772882_Studies_of_expertise_from_psychological_
perspectives [accessed Jan 08 2019].
[7] http://www.atctraining.com/soft_skills_definition_of_communication.htm
[8] Mayer Committee. Putting general education to work: The key competencies report. AEC/
MOVEET, Melbourne, 1992.
[9] P. Kearns. (2001). Generic Skills for the New Economy. Australia: NCVER.
[10] Pirsl. D., Pirsl, T. Ljajic, S. (2019). Communication and soft skills of hybrid sports science
distance learning mode students, XXV conference: Trends of development โQuality of
higher educationโ, pp. 1-4.
[11] S. Weinert, S. Ebert, & M. Dubowy. (2010). Kompetenzen und soziale Disparitรคten im
Vorschulalter. Zeitschrift fรผr Grundschulforschung, 1, pp. 32โ45.
[12] J. Wirth, & Klieme. (2002). Computer literacy im Vergleich zwischen Nationen, Schulformen
und Geschlechtern. Unterrichtswissenschaft, 30, pp. 136โ157.
[13] Hamel, G., & Heene, A. (1994). Competency Based Competition. Chichester: John Wiley
& Sons Ltd.
[14] Salmon, G. (2000). Computer Mediated Conferencing for Management Learning at the
Open University. Management Learning, 31(4), pp. 491-502.
[15] Amit, R., & Schoemaker, P. J. H. (1993). Strategic assets and organizational rent. Strategic
Management Journal, 14(1), pp. 33-46.
[16] Walsh, S. T., & Linton, J. D. (2001). The Competence Pyramid: A Framework for Identifying
and Analyzing Firm and Industry Competence. Technology Analysis & Strategic
Management, 13(2), pp. 165-178.
[17] Collis, D. J. (1994). Research Note: How Valuable Are Organizational Capabilities? Strategic
Management Journal, 15 (Special Issue: Competitive Organizational Behavior), pp. 143-152.
[18] Treacy, M., & Wiersema, F. (1993). Customer intimacy and other value disciplines.
Harvard Business Review, 71, pp. 84-93.