At DOBA Faculty, we incorporate numerous innovative pedagogical approaches into the study process, reflecting broader trends in global higher education. Why are these important for students enrolling at our faculty? Pedagogical innovation supported by technology enables more active learning and dynamic adaptation of learning content. The aim of innovation is an emphasis on developing competencies aligned with the needs of a rapidly changing world, including both technical skills and soft skills such as teamwork and problem-solving, which are of key importance in today’s labor market.
Continuous innovation at DOBA Faculty has also been recognized beyond our borders and has been awarded the only international accreditation for online study in Southeast Europe.
Which pedagogical innovations are part of the study process at DOBA Faculty, and what do they bring to our students?
The combination of synchronous (live) and asynchronous (independent) learning is a format that allows students flexibility in choosing the time and method of learning. Some activities take place live and at a specific time, such as webinars conducted by higher education lecturers. Other activities are completed independently and in teams, with only deadlines for assignment submission as limitations, which provides them with flexibility. The alternation of asynchronous and synchronous learning enables balanced interaction among students, online mentors, and higher education lecturers, as well as among the students themselves, which strengthens collaboration and social connection.
Higher education lecturers also conduct webinars using flipped learning and short student presentations. Flipped learning encourages students to prepare for the webinar and study selected materials and content before the live webinar session. During the webinar, the topic is addressed through discussion or work in smaller teams, which leads to a better understanding of the subject and more active participation. Webinars also take the form of short student presentations on a given topic, which are assessed; this encourages active participation and allows for a deeper understanding of the topics addressed. Students gain valuable experience in public speaking and presenting, which is beneficial for their professional careers.
At DOBA Faculty, within individual courses, lecturers prepare short videos designed as brief introductions to the course or to explain more complex subject content. These short videos enable students to easily review specific content, which improves long-term memory and comprehension. Students can watch the videos anytime and anywhere, which allows for greater flexibility and optimization of study time. Students rate short videos as a popular learning resource that is important for achieving learning objectives at both lower and higher cognitive levels.
At DOBA Faculty, we follow the mindset of the world’s leading experts in online education, pedagogy, and higher education didactics – the implementation of new technologies is always linked to achieving the learning objectives of the course and the program, as well as to pedagogical innovation. Modern tools and methods increase learning efficiency and allow for better achievement of learning goals. The introduction of new technologies and tools increases the engagement and interactivity of the learning process, encouraging students to think innovatively. In recent years, we have introduced new technologies for monitoring online tests and exams, tools for conducting interactive webinars, tools for teamwork, and peer assessment…
We are aware that for successful participation in a course, learning must be designed so that teamwork is part of the learning process and also part of the assessment framework. Through teamwork, students learn to collaborate in groups, which is a key skill for professional life and teamwork in various work environments. Discussions allow for the exchange of different perspectives and ideas, which promotes critical thinking and a broader view of the topics addressed. Teamwork enables mutual support among students, which increases motivation and improves the overall learning experience. Teamwork is a part of every course at DOBA Faculty, and students rate it highly—it is also rated highly by graduates and their employers.
It is important that students are aware of the importance of teamwork, which is inevitable in both professional and personal life.
Feedback after each completed assignment is a standard practice in online study at our faculty. Feedback on individual assignments helps students understand where they are successful, what their strengths are, and what their weaknesses are, allowing them to focus on those aspects of their studies where they need additional support and guidance.
Feedback on individual assignments helps students understand where they are successful, what their strengths are, and what their weaknesses are.
Modern forms of knowledge assessment and evaluation also include so-called peer assessment and the provision of feedback by fellow students. This is a process in which students evaluate each other’s work. This approach can allow for greater objectivity and diversity in assessment, while also promoting student learning and the development of critical thinking. At DOBA Faculty, due to the importance of peer assessment, we have introduced a new tool that enables anonymous student-to-student feedback with engaging content elements.
Extended assessment schemes (abbreviated as ROS) are used at DOBA Faculty for every assignment that is part of continuous assessment and evaluation during a course. ROS includes several different aspects of the student's work, allowing for a more comprehensive and fairer evaluation of their progress. More assessment criteria reduce bias and increase the objectivity and reliability of grades.
Artificial intelligence at DOBA Faculty is used both in the course preparation phase—since assignments are designed so that students cannot complete them solely using AI—and during the course delivery phase, as it allows the adaptation of learning content and methods to individual students based on their specific needs and progress. With the help of AI, teachers provide immediate and accurate feedback in multiple languages, allowing students to quickly correct mistakes and improve their knowledge.
With the help of the Guidelines for the Use of AI in the Study Process, we were the first to inform students about various aspects of AI use in studies—areas where the use of AI is supported and those where it is not permitted during the study process. Results from surveys on AI use among DOBA Faculty students show that the most common use of AI tools is for researching study topics, explaining concepts, searching for sources and literature, checking the grammar of submitted assignments, as well as for finding creative solutions, generating images, and translating.
At DOBA Faculty, we support the effective, ethical, and transparent use of AI. It is important that students understand that AI tools are only aids and cannot replace their own thinking and creativity.
Open educational resources (OER) provide access to high-quality learning materials at no additional cost, reducing financial barriers to education. Students have access to a wide range of educational resources, which enables a deeper and more comprehensive understanding of the topics covered. Open educational resources are accessible to all students worldwide, giving them equal opportunities to learn and gain knowledge regardless of their geographical location. At our faculty, we also encourage teachers to create their own open educational resources.
In 2023, we introduced 76 pedagogical innovations at DOBA Faculty.
Microlearning units are smaller, more manageable portions of content that enable students to focus more easily and better understand complex topics. Microlearning is characterized by smaller, meaningful units or micro-content that individuals use to 'acquire new knowledge, refresh and update their existing knowledge, or quickly solve a specific problem they encounter in their work.' Learning is delivered in short time intervals, focused on developing specific skills or knowledge, and is generally tied to achieving a single learning outcome. A microlearning unit can also earn a small number of ECTS credits. Certain courses at DOBA Faculty are designed in the form of smaller microlearning units, which can also be delivered individually. As part of the development of micro-credentialing, DOBA Faculty is preparing to offer shorter, up-to-date training courses that will be delivered as microlearning units and through which a specific number of ECTS credits can be earned. These credits can then be recognized within a course of the same academic field and content.
Gamification involves transferring the principles, rules, and elements of games into educational activities. It makes learning more fun and interactive, leading to better knowledge retention and increased student engagement. Games often provide immediate feedback, which enables students to quickly identify and correct mistakes and improve their knowledge and skills. Various studies show that gamification, when implemented properly, can have positive effects and benefits for education. In a review of 24 empirical studies on gamification, Hamari and colleagues (2014) found that incorporating game elements into the learning process in online education leads to better learning outcomes, increased student motivation, greater engagement in educational activities, and higher student satisfaction. At DOBA Faculty, we started using games in the educational process over 10 years ago. In 2022, as part of the international project Game for Change, gamification was implemented in 9 undergraduate and graduate courses.
Research-Based Learning – Students at DOBA Faculty can actively participate in research projects, which strengthens their research and analytical skills. This approach allows students to connect theory directly with practical research and real-world challenges.
Project assignments for businesses and non-profit organizations, in which students, with the help of mentors from companies, analyze and develop solutions for specific business challenges, are a regular part of DOBA Faculty's curriculum. Within a specific course, and with the goal of jointly solving real-world problems identified in companies, students prepare project assignments for partner companies with which we have signed cooperation agreements. They also prepare applied assignments based on company cases, where students participate in projects with the support of company professionals.
Guest lectures by domestic and international experts, covering one of the course-related topics, are an important part of each course at DOBA Faculty. On average, 35–40 guest lectures are held annually in undergraduate and graduate programs, with 40% delivered by international experts who have a significant impact on the development of their field globally. In some courses, guest lectures are replaced by round tables with experts, in which students also participate in the discussion.
The purpose of interdisciplinary networking is to overcome the limitations of traditionally separated disciplines and teaching, encourage innovation, and develop complex solutions for modern challenges—thus better preparing students for demanding and dynamic work environments, with a focus on addressing global sustainability challenges (the twin transition). Through cooperation and collaboration among students from different programs, fields of study, years of study, and even nationalities on joint projects, assignments, and case studies, DOBA Faculty promotes innovative regional practices of collaboration and connection among all stakeholders. In the last 12 years, more than 1,300 students and 16 lecturers from DOBA Faculty have participated in interdisciplinary networking, working with institutions from as many as 14 countries worldwide. In sustainability-related programs alone, 941 students have participated across 17 courses over the past five years.
Mobile learning has long been enabled through the virtual learning environment used for studying at DOBA Faculty. Mobile learning is a form of online education that allows students to access learning resources and interact with content via mobile devices such as smartphones and tablets. This approach to education supports learning anytime and anywhere, offering greater flexibility and accessibility to educational materials.
Student satisfaction with the implementation of courses and programs at DOBA Faculty is high—6.2 on a seven-point scale. Satisfaction with the competencies acquired after completing their studies is even higher—6.3 on a seven-point scale—indicating the significant importance of continuous pedagogical innovation for the quality of study programs and the alignment of knowledge with labor market needs.
Key to implementing pedagogical innovations are institutional support and expert teachers who are willing to continuously follow trends in their field and learn in the area of pedagogical innovation.
Master Plan is an internal development project for online education at our faculty, which we update and upgrade annually with the aim of improving quality, continuously innovating the teaching process, and developing 21st-century competencies through the use of innovative, technology-supported pedagogical methods. The higher education lecturers at DOBA Faculty are experts and practitioners in their fields, with extensive experience in both the business and non-profit sectors. To support teachers in introducing pedagogical innovations into their courses, we offer free training at DOBA Faculty, along with guidance from program directors. We also provide all faculty members with foundational training in conducting online study, where they gain essential knowledge about online education, its features, pedagogical innovation, and the quality preparation of courses for online delivery.
At DOBA Faculty, we conduct at least three teacher training sessions each year on the topic of pedagogical innovation. Every year, we also award 30 prizes to teachers for pedagogical innovation.
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