**2. Theoretical framework**

According to Anderson and Dron, historically, distance learning has undergone three pedagogical approaches: Cognitive-Behaviorism, Social-Constructivism, and Connectivism. The authors state that cognitive-behavioral models have defined the first generation of individualized distance education. Besides providing opportunities for many students to receive education at a lower cost than traditional education, distance education ensured full access and freedom for students [9].

Cognitive-behaviorism and theories of social-constructivism argue that learning takes place within a person, and even socially constructivist views hold that learning is a social process that promotes the individuality of the individual in education. The Connectivist approach focuses on the learning process as well as what has been learned.

In the modern age, in which learning tools or the virtual learning environment have gained popularity, the quality of information learned and the importance of turning data into a knowledge process has become more important for distance learning [10].

Cognitivism often takes a computer information processing model. Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall. Cindy Buell details this process: "In cognitive theories, knowledge is viewed as symbolic mental constructs in the learner's mind, and the learning process is how these symbolic representations are committed to memory" [11].

Constructivism suggests that learners create knowledge as they attempt to understand their experience while behaviorism and cognitivism view knowledge as external to the learner and the learning process as the act of internalizing knowledge. Constructivism assumes that learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning. Learners often select and pursue their learning. Constructivist principles acknowledge that real-life learning is messy and complicated. Classrooms that emulate the "fuzziness" of this learning will be more effective in preparing learners for lifelong learning [12].

For Siemens, it is the connections and information flows that result in knowledge beyond the individual. Learning becomes the ability to tap into significant flows of information and follow those significant flows. He argues that" 'Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity.

*The e-Learning in Bosnia and Herzegovina Classrooms DOI: http://dx.doi.org/10.5772/intechopen.94897*

Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database) [13].

Behaviorism is a learning theory that considers learning to be a change in observable behavior that results from experience and lasts over time. Based on B. F. 'Skinner's concept that behavior changes because of contiguity or the pairing of stimuli, insights, goals, ideas, and any other change that exists only in the 'learner's mind are not considered.

It is a psychological theory based on the assumption that the environment determines human behavior through association and reinforcement [14].

Learning theories examine the depth of learning and quality of information absorbed as a result of a learning process are used as a basis for the research. They prove that a student is an active part of the learning process and not just its object. Students in online learning have an opportunity to choose time, place, and content they want to explore, learn, and acquire during the learning process. The conventional classroom is not the only space where learning can or must take place. On the contrary, online classroom gives more variety of learning if only appropriately implemented.

### **3. Methodology**

A study in this research sought to analyze e-learning in B&H classrooms. Research was done by seeking to answer the questions:


The survey analyzes potentials for e-learning model implementation in secondary schools in Bosnia and Herzegovina and other educational institutions opportunities to define and create a national e-learning strategy. The survey focused on collecting information necessary to develop the e-learning model's adoption in secondary schools in Bosnia and Herzegovina. Survey respondents were students aged 16–19, both sexes, 150 in total. The survey was conducted in December 2018 in eight public schools across the country. The study adopted qualitative research, a student satisfaction survey, to explore students' views on the benefits online education has in Sarajevo and Bosnia and Herzegovina's educational process.

Data were collected through a student satisfaction questionnaire that was completed by students during school hours. Finally, after modifications and improvements were made to obtain a more efficient instrument, a pilot instrument was administered to students in two highs schools in Sarajevo to ensure students understand the meaning of statements.

Few modifications were made in Section 3. to enable the final version of the questionnaire was given to the target population via personal contact.

The primary method of collecting data was through an open question survey distributed to students in different parts of Bosnia. For research purposes, schools were chosen based on how often their students have access to computers or the Internet. Four schools from urban and four schools from rural areas were chosen, and questionaries' were delivered directly to students by the researcher.

The Likert-type questionnaire with five responses was applied: 1-"disagree"; 2 - "disagree"; 3 - "neither agree nor disagree"; 4 - "agree" and 5 -completely agree." Categories were administered to students to respond to interaction (Section 2), prior experience (Section 3), students' competencies (knowledge, skills, and values) related to the virtual learning environment (Section 4), and cost of learning in a virtual learning environment (Section 5) statements or claims following Section 1 on "students' background information.

The first part of the questionnaire covers information about respondents' computer usage habits, such as questions about the frequency of computer use. In contrast, the other two questions relate to knowing the meaning of e-learning and attending e-courses. After modifications and improvements were made to obtain a more efficient instrument, questionnaires were administered to the target population through personal contact. The questionnaires were distributed to 8 schools in 4 towns of Bosnia and Herzegovina.

Respondents were informed of the purpose, and anonymity and confidentiality of responses were ensured. Finally, respondents were given a questionnaire to complete during December 2018. The respondents got familiar with the purpose of the survey and the process of completing the questionnaire.

All respondents voluntarily, independently, and anonymously filled in the questionnaire, and the estimated time to complete the questionnaire was ten minutes. Exploratory factor analysis, a principal component analysis method, was used to determine the survey's validity. Analysis of the data was obtained using the SPSS statistical software. The second section's questions were formulated as Yes/No questions, while statements in Section 1 and Section 3 consisted of Likerttype questions.

Quantitative data collected from the questionnaire were analyzed using SPSS to answer research questions. Data analysis procedures included factor analysis.

Multidimensionality of the instrument was tested, an analysis of the main components was carried out. To check the correlation matrix is suitable for carrying out factor analysis, the Kaiser-Meyer-Olkin test and the Bartlett test were conducted. The Kaiser-Meyer-Olkin test shows the proportion of variance that is common or can be explained by latent factors. When this test's value is more significant than 0.60, it is considered that data is suitable for carrying out factor analysis. In this case, the value is 0.870.

The Bartlett test checks if our matrix is identical to the identity matrix. If our model were identical to the identity matrix, this would mean that the matrix variables were unconnected and would not make sense to carry out a factor analysis.

**Table 1** shows the factor structure of the particles, with the values of the characteristic root and the percentage of the explained variance of each component. Given the content of the particles and their projections on the elements, the first element corresponds to the interaction of teachers and students, the other part corresponds to the benefits that students have from the virtual learning environment, and the third corresponds to the economic aspect (costs for individual students and the scope of work).

The test must be significant with at least 95% security for data to be comparable to factorization. In our case, the approximate χ2 is 442,256 and is significant at 99,9%. The results of these tests on our data indicate that it is justifiable to carry out a factor analysis. Analysis of the main components resulted in a three-factor solution. The characteristic roots of the three components are more significant than one, and together, they explain 55% of the variance.


*The e-Learning in Bosnia and Herzegovina Classrooms DOI: http://dx.doi.org/10.5772/intechopen.94897*

> **Table 1.** *Correlations.*

Dimensionality was added to the correlation matrix, meaning that underlying components could be identified in the subjects' answers. The particles' logical and content analysis indicates that the first component corresponds to the studentteacher interaction quality. The second component corresponds to the assessment of the user that the virtual environment has for learning and students. In contrast, the third one corresponds to the economic aspect of the virtual learning environment (VLE).

A statistically significant correlation was found between particles related to a previous experience in the virtual learning environment. A statistically significant correlation was found between the first and second group questions on the level 0.05 or p < 0.05.

There is a high correlation on the level of significance 0.069, or p < 0.069 between the components teacher-student and the benefits of the virtual learning environment at the 0.01 level. It was expected that the correlation is high; that is, the teacher is an essential factor in the teaching process and that it contributes to better interaction in the educational process. It is vital for the individual student that ongoing daily communication with teachers is maintained. The student perceives that the virtual learning environment gives them more opportunities to access a myriad of information, more frequent contact with the instructor or teacher, which allows him to ask questions in constant communication, which is not common practice in the traditional classroom environment.

### **4. Results and discussion**

The claims are divided into three sections.

From **Figure 2**, it can be concluded that only 1.4% of respondents seldom answered the statement, "How often do you have access to information from the Internet," and 3.6% of students answered occasionally. In comparison, 35.5% of students responded that they often have internet access, and as many as 59.4% of students answered that they have internet access daily.

Slightly more than half of the respondents access the Internet daily, which indicates that most students regularly access the Internet searching for information that is not necessarily related to educational content.

Previous Experiences in Computer Use show the percentages of student responses to claims related to students' prior experiences of listening to online subjects (**Figure 3**). The chart shows that as many as 69.9% of students used synchronous conversation, 73% listened to subjects where the content was delivered online.

These data confirm that students show great interest in online learning and online content that helps them acquire knowledge in a more appealing and exciting mode.

In the second group of statements related to previous experiences, respondents stated that they had the opportunity to attend an online course, which refers in part to the online learning week that is carried out in schools in Sarajevo Canton since the 2017/2018 school year. Educational materials and accompanying exams are uploaded on the Google online platform. Students are required to complete tasks and tests and upload them on the subject stream on the Google platform on the due date and time. A relatively low percentage of responses on the use of forums and synchronous discussion indicates that students had no experience in attending online subjects. That would require the use of forums and discussions with teachers and other students to fulfill the online course tasks, such as projects or case studies that are supposed to be completed with fellow students who take the same subject. Section3 examines the attitude of students towards the virtual learning

*The e-Learning in Bosnia and Herzegovina Classrooms DOI: http://dx.doi.org/10.5772/intechopen.94897*

#### **Figure 2.**

*Experiences in computer use.*

#### **Figure 3.** *Previous experiences.*

environment and the economic cost of VLE, which, in addition to financial costs, also includes the time and effort invested by students (**Figure 4**).

The results showed that the respondents generally have a positive attitude towards the virtual learning environment.

Students believe VLE helps them achieve a closer relationship with teachers and other fellow students; to be more precise, 70.1% of students agree that VLE enhances students and teachers' relationships. Additionally, 78.1% of respondents believe that VLE allows teachers to provide students with information from multiple sources, which is more than what they receive in a traditional classroom where teachers rely only on preapproved textbooks. They agree that a virtual environment increases constructive interaction between teachers and students, with 70.1% of respondents agree VLE allows students to ask questions to teachers at any time, not just within one school hour.

#### **Figure 4.**

*The attitude of students towards the virtual learning environment and the economic cost of VLE.*

Online learning and a virtual environment let students have a flexible attitude towards learning, i.e., to access learning materials when they want and where they want, a statement with which 70% of respondents agreed. However, regarding the cost component, it is evident from students' answers that VLE increases students' workload, a statement approved by 55.8% of respondents.

It implies that students must invest much more time in independent work to successfully meet the requirements of online courses or online subjects as most of the work is done independently, without the teacher's supervision or control, which is inevitable in a traditional classroom.

Since e-learning requires a high level of self-discipline and personal time management, it may not be appropriate for certain students. Students who attend or take online subjects must be highly motivated to take full advantage of the media, as often, the experience of online learning can be impersonal. Those looking for more personal touch and face to face interactions are better in the conventional classroom where they can physically access teachers during the class.

It is more convenient for some educational institutions to pass on the cost of photocopying to students by putting all lecture notes and course brochures online. Such practices often mean that course materials are in an inappropriate format for online learning. Organizations that organize courses or schools that offer online courses need to develop new technical skills as well as course design skills to suit the new medium and make it easier for students to access the necessary materials without incurring high costs.

One of the essential items of online learning that students rated as positive is that e-learning offers discussion opportunities with other students and teachers. They do not usually have such options in a traditional classroom where time for questions is minimal, and the debate that (students find very useful for the learning process) takes place rarely in schools.

School programs do not offer the opportunity for discussion that goes beyond the official curriculum. Teachers are required to follow syllabi from which they

cannot deviate even when it benefited students. That is certainly a limiting factor and does not contribute to students' interaction as positive and desirable in the learning process.

A comparison of results obtained by examining the study of e-learning in Bosnia and Herzegovina with developing countries showed the development of online learning opportunities had been accompanied by changes in legislation related to online learning.

U.S. states and the District of Columbia passed 157 laws related to online learning between 2008 and 2012. Iowa and Wisconsin are among the states that have legislation to expand online learning opportunities and make them available to students.

In 2013, Iowa law initiated a model of an online learning program, called Iowa Learning Online (Iowa 2013Acts, Chapter 121). In 2012, the Wisconsin Virtual School and the Wisconsin eSchool Network signed a Memorandum of Understanding with the Wisconsin Department of Public Administration (2007 Wisconsin Act 222) to meet state legislation requirements that provide schools with equal access to high-quality online education across the state. While this report focuses on two federal states in the Midwestern United States, the results may be beneficial to other states by potentially providing a valuable framework for considering online learning options and types of monitoring and support for the e-learning model [15].

Wisconsin high schools have used online courses to meet the needs of their students for several educational reasons.

Among schools in the state of Wisconsin that reported offering online learning in the 2012/13 school year, the reasons they cited as very important or somewhat necessary for enrolling students in online courses is:


One of the biggest challenges or problems faced by schools in Wisconsin and most commonly encountered in implementing online learning is the school administration's concern about the quality of online courses or online subjects offered [16].

InBosnia&Hercegovina, each level of governance needs to develop its curricula based on the Common Core curricula, which should increase DSC's quality in IVET. The absence of established and reliable monitoring and assessment mechanisms, at both the state and the entity and Brčko District levels, prevents constructive policy development and tracking of the effectiveness of existing DSC programs. This is coupled with a lack of funding. The general infrastructure in schools for advanced DSC education relies mainly on donor investments and is therefore inadequate. There is also a deficit of ICT workers in the labor market [17].

Possibilities offered by e-learning go beyond the traditional curriculum framework and the law-imposed curriculum that does not accompany changes in the environment, and accordingly adjust the curricula, and interests of students that is applicable in the digital age. Changes and the adoption of new learning models are necessary to provide schools with an education that meets its students' real needs, followed by the rapid development of information technology. I.T. literacy as a prerequisite for integration into the global society and adaptation to the demands of students.

The success of schools will depend on their ability to meet future students' needs with their contemporary curriculum, the teachers' quality, and how the education content is delivered.

Despite the unfortunate economic situation and low standard of population, Bosnia and Herzegovina are showing a significant upward trend in the use of ICT. Additionally, the impact of globalization, the use of social networks, and immediate access to information provide students with opportunities to choose forms of Additionally, the impact of globalization, the use of social networks, and immediate access to information provide students with opportunities to choose forms of education; therefore, a significant number of students want to take classes online. There are great opportunities in the technical, pedagogical, and business segments of e-learning, and its implementation should undoubtedly increase in the coming years. Education; therefore, a significant number of students want to take classes online. There are great opportunities in the technical, pedagogical, and business segments of e-learning, and its implementation should undoubtedly increase in the coming years.

#### **5. Artificial intelligence assistants**

Artificial intelligence is another emerging technology that begins to change educational tools and institutions and change how the future might look like education. Artificial intelligence is already being applied in education, primarily in tools that help develop skills and testing systems.

Since educational solutions that involve artificial intelligence continue to emerge, it is believed that it can help fill gaps in learning and teaching and enable schools and teachers to work more than ever before [18].

Although most experts believe that teachers' physical presence is irreplaceable, there will be many significant changes in teachers' work and the best practices in education [19].

Enhancing e-learning with a more comprehensive social experience enables learners to interact with each other as they would in the actual classroom. Students can complete group projects together and hang out outside of the school, enriching their learning experience. Virtual reality already enhances certain aspects of e-learning. Companies, schools, and universities are experimenting with this new technology and are trying to understand how best to integrate virtual reality into curricula. Artificial intelligence is part of our everyday life and becomes more present in world classrooms.

By using tools such as Siri, Amazon, and Alexa, the possibilities of artificial intelligence in education are just beginning to be realized. While artificial intelligence will not wholly replace teachers, it is possible to transform the way teachers teach and learners learn [20].

Artificial intelligence tools enable the creation of global classrooms accessible to everyone, including those who speak or use different languages or who may have visual or hearing impairments. Presentation Translator, for example, is a free plugin for PowerPoint that creates the subtitles for the materials teachers prepare for students in real-time. Additionally, it opens opportunities for students who cannot attend school regularly, among which are students struggling with chronic illness,

#### *The e-Learning in Bosnia and Herzegovina Classrooms DOI: http://dx.doi.org/10.5772/intechopen.94897*

students with disabilities, gifted students, or those looking for a topic not being available in a school. Artificial intelligence can help break barriers between learning and traditional classes. It will provide opportunities for children to learn in a way that suits their personal needs and preferences as well as learning styles. For years, teachers are struggling to help students adopt knowledge and learn effectively while dealing with every student's individualized educational needs. It becomes challenging in an overcrowded classroom where everyone is expected to pass the same standardized test, regardless of their abilities.

The use of artificial intelligence has the potential to change the traditional and potentially damaging model of modern teaching that corresponds to a standard that should apply to all, in which all students, regardless of individual differences and preferences, should fit in. Machine learning algorithms have already begun to help teachers fill in knowledge gaps, pointing to subjects with which students have the most difficulty.

A personal tutor is another feature in the educational process that chatbots can do with ease, helping students identifies problematic issues during their studies through interviews. The information thus acquired can then be used to create a personalized curriculum for each student individually. Chatbots would then follow students from the beginning to the end of formal education, record their progress, and provide feedback and suggestions. The individual preference for using artificial intelligence in the classroom is the solicitation in the assessment of tests and other repetitive duties.

The artificial intelligence in the assistant's assistant could teach lessons from the curriculum or provide additional information and metrics for learning the students they need, without disturbing the natural course of time or hindering the rest of the department [21].

With the advance of artificial intelligence, it becomes possible that the machine reads the expression on the face of the student, indicating that the machines are developing to the extent that they will be able to recognize the feelings of the person or the emotional state of the students. Machines will be able to modify the lesson to adapt it to the student's condition. The idea of adapting the curriculum to each student's needs is still not sustainable today but will be in the distant future for machines using artificial intelligence [22].
