**Abstract**

Electronic (E)-learning is a type of learning by using electronic technologies to access an educational program outside traditional classrooms increasingly demanded by many education systems. As conventional classrooms continue to be transformed into digital, teachers are expected to adopt multiple learning modes. Digitally enriched content and personalized learning should be the primary way of teaching and collaborative and interactive learning. Contrary to the continuous development of technology and students who regularly encounter computers from an early age, teachers do not have the privilege to introduce technology into the classroom successfully. The paper presents how the lack of funds influences a teacher's readiness to embrace technology into their teaching practice. The paper explores E-learning issues related to virtual environment reality and artificial intelligence that is increasingly entering the classrooms of developed countries and 'what application of artificial intelligence means for the development and broader implementation of E-learning in virtual classrooms in Bosnia and Herzegovina. The primary method of collecting data was through an open question survey distributed to students in different parts of Bosnia and Herzegovina. 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 research aims to examine students' views on the benefits online education has in the educational process in Sarajevo and Bosnia and Herzegovina. The survey provides an analysis of the potentials for implementation of the e-learning model in secondary schools in Sarajevo Canton and the rest of the country. The paper presents the advantages and opportunities that contribute to the improvement of e-learning in educational institutions and the benefits for students and other involved parties in the educational process, such as teachers and parents. Students enrolled in this research have a highly positive attitude towards e-learning, which leads to the conclusion that students are willing to learn using I.T. solutions in the classroom.

**Keywords:** artificial intelligence, digital literacy; e-learning, virtual learning environment, virtual reality

### **1. Introduction**

Today's modern society is characterized by the rapid development of information and communication technology (ICT). One particular field that presents special interest both for society and individuals are education. The advent of

computers and the development of the Internet had a significant role in the development of distance learning.

Distance Learning is a relatively new field, only a hundred years old. Stated that distance learning had followed extraordinary growth worldwide since the early 1980s. Due to the effect of technological advances, its form has changed rapidly from initial correspondence education, in which printed materials were primarily sent to high school students, to a form of learning that can be accessed from anywhere at any time. Distance learning is a field that needs to be continuously revised and renewed mainly because of its related dynamics such as technology [1]. Even though students and professors are located in remote locations, they can regularly communicate with each other. Changes in online education that allowed some of its processes to be carried out in a different place and at different times than the traditional classroom practice began to occur long before the advent of computers. First, as a form of correspondence education, students were provided with an opportunity to be educated without having to attend regular classes.

The first significant steps in programmed teaching were developed by Sidney Pressey in the 1920s and further taken over by Burrhus Skinner in the mid-1950s. Skinner's ideas for improving the teaching and learning process were mainly focused on two facts: first, that students learn at different paces, and second, that, by the dominant theories of learning stimulus–response, feedback must carefully monitor behavior. This, however, is not the case in a school setting, where students are forced to follow the imposed pace of feedback from lecturers and usually receive a delayed response because teachers need at least one day to correct assignments.

Skinner believed that hiring one teacher per student would solve the problem. However, as this was practically impossible to implement in practice, Skinner proposed and worked on introducing learning machines. Each student could work at his own pace and receive direct support after the correctly solved task [2].

In essence, the development of programmed learning aims to computerize teaching, structure information, test student knowledge, and provide instant feedback to students, without human intervention other than in designing hardware and software and selecting and loading content, and evaluating questions. B.F. Skinner began experimenting with teaching machines that used programmed learning in 1954. Skinner's teaching devices were one of the first forms of computerbased learning [3].

Although the idea of e-Learning was still in its infancy in the sixties (this was a decade when PLATO, probably the first experiment in the world of e-learning, was developed and first launched), Marshall McLuhan had a clear vision of the future of education. McLuhan believed that for better education, we need fewer teachers, more technology, and, most importantly, a more positive view of technology. As a historian by education, McLuhan noticed that education had not changed much in many aspects since finding the Gutenberg printing machine at the end of the 15th century. McLuhan considered that we should stop relying primarily on visual delivery methods and create a multi-sensory, interactive learning environment based on students' needs and interests [4].

E-learning primarily transmits education through computer and digital technology, including the Internet, intranet, computer, satellite T.V., CDROM, audio, and video resources. Therefore, e-learning can be broadly defined as the use of Information and Communication Technology or shortened ICTs to enhance and support learning that can range from teachers and learners using email for communication up to online courses [5].

Developing distance learning is entirely conditioned by modern information technologies such as computers, educational software, computer networks, and the

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

Internet. However, distance learning has limitations on the technical level of ICT application by instructors who offer this education model and specialized equipment for students who want to use it. The success of distance learning is further related to educational institutions' willingness to embrace ICT in the learning process.

The educational system in Bosnia and Herzegovina is relatively rigid, and traditional teaching is still the most common form of instruction. Looking at the elementary and secondary levels of education in Bosnia and Herzegovina, it is evident that the teachers are even resorting to the traditional methods and techniques of teaching. Chalk and talk is the standard way of transferring knowledge. The war has made the teachers' continuous professional development impossible and caused the lack of a qualified teaching workforce [6].

The e-learning model currently presents in Bosnia and Herzegovina is in its infancy stage. Despite the development of technology and e-learning tools, we are witnessing that in Bosnian schools, students still sit in rows of benches and read from textbooks or fill out worksheets. The teacher gives a lecture standing in front of the class in ex-cathedra style, and each student receives information in the same manner as all other students. Their different learning needs and learning styles are neglected and do not bring positive results.

The number of computers in the secondary education system overall covers 8.4% of the student population. However, there is a lack of statistics on the exact number of computers in secondary schools. Overall, the number of computers with an internet connection in the secondary education system covers 6.8% of the student population. In comparison, 42.8% of. I.T. companies in Bosnia and Herzegovina are dissatisfied with the content of the I.T. curricula and learning processes [7].

According to the data, 61.0% of citizens have used a computer, and 31.6% of respondents have never used a computer. The share of computer users by gender is 64,4% of male users and 58,4%of female users.

The survey results on the usage of ICT in households and by individuals in Bosnia and Herzegovina have shown that 69.2% of households have access to the Internet, and 29.6% of households do not have access to the Internet [8].

The survey results on the usage of ICT in households and by individuals in Bosnia and Herzegovina have shown that 69.2% of households have access to the Internet, and 29.6% of households do not have access to the Internet (**Figure 1**).


#### **Figure 1.**

*The number of computers in the secondary education system [8].*

Older teachers need to learn how to adapt to new technological changes, both inside and outside the classroom. Inside the classroom, teachers need to learn how to integrate technology into everyday teachings, such as using computer programs, iPads, and smartboards. Outside the classroom, many teachers learn how to use the Internet by having to access an electronic diary or exchange emails with parents as a part of their regular teachers' duties. Often teachers receive emails and messages on social networks or Viber groups from their student's parents. As the world adapts to this digital age, teachers must follow this trend.

Research, which measured the application of this model in the educational system, is based on determining existing conditions in educational institutions concerning usage of ICT in today's classrooms as well as potentials for the implementation of the e-learning model. Attitudes of primary stakeholder groups for this venture were examined with the overall goal to form an e-learning model that would have a realistic prospect of success.
