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Nataša Hoić-Božić and Martina Holenko Dlab, Uvod u 
e-učenje: obrazovni izazovi digitalnog doba , Sveučilište u 
Rijeci, Odjel za informatiku, 2021; 215 pp.:  
ISBN 978-953-7720-53-7 
Reviewed by Alenka Žerovnik
1
  
“If you’re successful in delivering e-Learning, the learner won’t even be 
(nor should they feel the need to be) focused on the ‘e’ part, they’ll just 
be focused on how awesome the ‘Learning’ part is. ”
Keith Phillips
The book Uvod u e-učenje: obra -
zovni izazovi digitalnog doba (Introduction 
to e-Learning: The Pedagogical Challenges 
of the Digital Age) offers a comprehensive 
and systematic examination of the topic of 
e-learning. With a scientific and interdis -
ciplinary approach, the authors provide 
a comprehensive overview of the various 
facets of e-learning. The book covers a wide 
range of topics related to e-learning, includ -
ing asynchronous and synchronous forms 
of e-learning, the advantages and obstacles 
associated with this educational approach, 
aspects of motivation and engagement, the 
design and promotion of e-learning activities, the application of instructional 
design principles to the development of e-courses, collaborative projects, and as -
sessment and evaluation in the context of e-learning. In addition, the authors 
address new trends and innovative practices in e-learning, such as MOOCs, 
gamification and virtual reality. The authors use a systematic and practical meth -
odology and support their arguments with numerous case studies, examples and 
best practices derived from their own experience and that of other experts in the 
field. A notable strength of the book is its recognition of learner-centred design 
as a central factor in increasing engagement and motivation in e-learning en -
vironments. The authors highlight the importance of collaboration, interaction 
1 Faculty of Education, University of Ljubljana, Slovenia; alenka.zerovnik@pef.uni-lj.si.
DOI: https://doi.org/10.26529/cepsj.1761

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and feedback, while emphasising the need for flexibility and adaptability to meet 
different learning needs and preferences. The book’s interdisciplinary approach 
is a notable feature, drawing on research and insights from a range of disciplines 
including education, psychology, technology, computer science and instructional 
design. The authors skilfully link theoretical foundations with practical applica -
tions so that the reader can develop a comprehensive understanding of e-learning 
and its potential impact on teaching and learning processes. In addition, the book 
includes an extensive reference list that is a valuable resource for researchers and 
practitioners in the field of e-learning.
The emergence of e-learning has profoundly transformed the educa -
tional landscape in recent times and has generated a great deal of interest in 
exploring the benefits and challenges of this pedagogical approach. A compre -
hensive review of the relevant literature highlights the many benefits of e-learn -
ing, including its inherent flexibility, facilitation of enhanced communication 
and collaboration, and use of interactive and multimedia materials. However, 
it is essential to also address the challenges associated with it. These challenges 
include maintaining student motivation and engagement, providing effective 
guidance and support to teachers, and ensuring the quality of e-learning re -
sources. While e-learning as a whole offers a multitude of opportunities for 
education, it is important to recognise the limitations that exist and the poten -
tial drawbacks that need to be addressed. As educators integrate e-learning into 
their teaching practice, they should seek ongoing professional development 
and support to ensure its effectiveness. In addition, further research is essen -
tial to assess the long-term outcomes of e-learning and its impact on student 
learning. While e-learning is a promising educational tool, it should be used 
judiciously and should not be seen as a complete replacement for traditional 
teaching methods.
The second chapter of the book is a pedagogical resource dealing with 
the multiple educational and psychological dimensions of e-learning. Based on 
extensive research and enriched by the perspectives of experienced practition -
ers, the various teaching paradigms and learning outcomes in the e-learning 
milieu are explored in depth. Although e-learning has many positive attributes, 
it is not without challenges that require special attention. These challenges in -
clude aspects such as content presentation, time management and learner en -
gagement. The authors of the book provide valuable insights into how to over -
come these challenges and offer pragmatic guidance to teachers who want to 
create a more effective e-learning environment. In terms of critical evaluation, 
the second chapter provides a comprehensive overview of the key issues and 
debates surrounding e-learning, while presenting a range of practical strategies 

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that teachers can incorporate into their teaching practice. The chapter proves 
to be an invaluable resource for educators who wish to explore the pedagogi -
cal and psychological dimensions of e-learning. It provides an insightful and 
practical compendium that highlights the challenges and opportunities of this 
rapidly evolving field.
Blended learning, a hybrid learning approach that combines both tra -
ditional face-to-face (f2f) and online learning activities and online learning, is 
comprehensively described. The authors explain the different types and modes 
of blended learning, including the sequential model, the simultaneous model 
and the flipped classroom model. Chapter four introduces e-learning and the 
different forms of e-learning: distance learning courses, courses via radio or TV , 
videoconferencing and courses that use ICT and the Internet. The authors also 
provide an overview of the benefits and challenges of implementing blended 
learning and online learning in the traditional education system. The content 
of these two chapters is informative and relevant for educators who want to 
incorporate technology into their teaching methods. However, the authors’ dis -
cussion of assessment in blended learning is limited and this chapter would 
benefit from a more in-depth exploration of the different assessment methods 
available to teachers. In addition, the authors do not provide detailed examples 
of how blended learning has been successfully implemented in practice. The 
inclusion of more case studies and practical examples would make this chapter 
of the book more interesting and understandable for educators. Despite these 
shortcomings, the content of the chapters should be of interest to educators 
who want to improve their teaching strategies using technology.
The use of Massive Open Online Courses (MOOCs) as a means of dis -
seminating education to a large participant base is steadily increasing. The 
authors of the book describe the challenges associated with creating MOOC 
content, which include selecting respected lecturers as mentors; preparing, re -
cording and broadcasting lectures; developing assessments and assignments; 
and providing supplementary materials. Furthermore, this chapter acknowl -
edges that not all materials in MOOC courses can be classified as open edu -
cational resources due to possible copyright restrictions or time limitations. 
One of the biggest hurdles for MOOCs is undoubtedly their assessment. Mul -
tiple-choice questions provide automatic assessment and feedback, but their 
effectiveness in assessing higher-order cognitive skills such as problem solving 
and creative thinking remains limited. In the MOOC milieu, it is emphasised 
that the successful completion of a course does not guarantee the acquisition 
of ECTS (European Credit Transfer and Accumulation System) credits, as only 
a limited number of institutions accept MOOC certificates as a substitute for 

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credits earned in their own courses. This discrepancy poses a major challenge 
for evaluating the effectiveness of MOOCs as a learning or accreditation medi -
um. While the chapter provides an overview of the existing literature, the pres -
entation of future research perspectives is somewhat limited. Nevertheless, it 
encourages reflection on the role and accountability of MOOCs and the meth -
ods used in their evaluation. To further enhance the chapter, the authors could 
suggest possible avenues for future research, such as conducting a comparative 
study that includes both MOOCs and traditional courses, or exploring alterna -
tive assessment strategies that have emerged as MOOC offerings have evolved. 
Given the pervasive interest in MOOCs, readers of educational literature would 
likely welcome additional suggestions and directions for future research efforts.
The next section comprehensively explores the application of digital 
technology in education and identifies the benefits it offers. The authors em -
phasise the importance of interactive multimedia textbooks and web-based 
training in modern education. The chapter describes the different types of in -
teractive content and multimedia elements that digital textbooks should pro -
vide to increase engagement and retention. The review is critical of typical digi -
tal textbooks, which the authors believe behave more like traditional textbooks 
and offer little beyond that. They also question the effectiveness of passive 
computer-assisted instruction (CAI) and suggest that approaches that allow the 
system to adapt to student characteristics are more effective. The authors briefly 
introduce Intelligent Tutoring Systems (ITS), which use artificial intelligence 
to model learning content and individualise instruction, but their practical ap -
plication in education has been limited due to the complex and costly develop -
ment process. Intelligent tutoring systems, which are currently developing very 
quickly, have the advantage of adapting individually to the pace and learning 
abilities of each student. Hypertext and hypermedia systems allow teachers 
to create interactive learning materials that students can explore according to 
their abilities and interests. At the same time, students can create their own 
materials and link them to teacher-created content, which is the highest level 
of interactivity. Educational hypermedia systems take a constructivist approach 
to learning, where learners actively construct knowledge based on their prior 
understanding and dynamic interaction with knowledge sources. This leads to 
higher intellectual engagement, better understanding and improved cognitive 
skills such as the organisation of information and logical thinking. The authors 
conclude that web-based training (WBT) is currently the most popular method 
of distance learning and has many advantages over traditional methods, such as 
higher student engagement, the ability to incorporate multimedia elements and 
the ability to customise the learning pace.

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The authors go on to give a comprehensive overview of e-learning sys -
tems, activities and management. They present different types of e-learning 
tools, ranging from online courses and open educational resources to multime -
dia and interactive learning applications. There is a presentation of the Moodle 
platform, which is a widely used example of an e-learning system for organising 
and managing online courses. In addition, the authors discuss various activi -
ties available on e-learning platforms, such as forums, quizzes, workshops and 
wikis. The authors also provide insight into the importance of organising the 
content of e-learning courses and incorporating multimedia elements into the 
material. The chapters provide an informative guide to e-learning, consisting of 
a technical introduction to various systems currently used in education. How -
ever, the suggestions for the implementation of the tools in education are rather 
simplified and do not elaborate on the advantages and disadvantages of using 
e-learning systems. It would therefore be helpful if the authors highlighted the 
impact of e-learning on learners and teachers.
Chapters nine to eleven serve the purpose of educating educators about 
the importance of evaluation in the context of e-learning, considering both 
formative and summative approaches. They also provide educators with com -
prehensive guidelines and methods for conducting evaluations effectively. The 
chapters include illustrative examples of online tests, peer review tasks, and 
criteria to promote student motivation and engagement. Taken as a whole, the 
chapters are an invaluable source of information, providing accurate insights 
into the various facets of e-learning evaluation. They cover a wide range of 
topics, from assessment goals, methods and tools to strategies for constructive 
feedback that supports students’ continued learning and growth. In addition, 
they consider the central role of factors such as students’ cultural and linguistic 
backgrounds and the impact of e-learning technologies on testing and feedback 
mechanisms. It would, however, have been beneficial if the challenges and ethi -
cal considerations surrounding the assessment of e-learning, particularly in the 
digital age, had been explored in more depth.
The last two chapters of the book provide a comprehensive guide to de -
signing and creating effective and engaging e-learning materials. The chapters 
cover the various stages of e-course development, including audience analysis, 
defining learning objectives, selecting teaching strategies and assessment meth -
ods, creating multimedia content, and testing the final product. The authors 
describe a systematic approach to the creation of online or blended e-courses 
or teaching materials known as instructional design, with the ADDIE model 
(Analyse, Design, Develop, Implement, Evaluate), which is one of the simpler 
and most popular models. They emphasise the importance of Game-Based 

270 nataša hoić-božić and martina holenko dlab, uvod u e-učenje: obrazovni izazovi ...
Learning (GBL) as an interdisciplinary field that utilises educational games to 
enhance learning outcomes, especially digital games on computers and mobile 
devices. Distinct from gamification, GBL aims to increase student motivation, 
efficiency and engagement, while emerging technologies such as augmented re -
ality (AR) and virtual reality (VR) show potential for the education sector. The 
chapters therefore provide practical tips and strategies for creating high-qual -
ity e-courses that promote learner engagement and motivation and increase 
learning success. The use of multimedia content, interactivity and formative 
assessments is particularly emphasised to keep learners engaged and motivated 
throughout the e-course.
In summary, Uvod u e-učenje: obrazovni izazovi digitalnog doba is an 
invaluable resource for anyone interested in e-learning, as it provides a compre -
hensive and practical overview of the field. By focusing on real-world examples 
and practical applications, the book is aimed at a wide audience, from students 
to experienced practitioners, while also serving as a valuable reference tool for 
researchers.
“Y ou can’t teach people everything they need to know. The best you can 
do is position them where they can find what they need to know when 
they need to know it. ”
 Seymour Papert