During the Pandemic, the access to online education was the best solution to continue teaching. The evolution of technology and its inclusion in the educational process has had its primary role in changing the way we learn, teach, and evaluate. Students are no longer tied to a specific space to be in contact with information, which they no longer necessarily take from books. Access to information paves the way for deciding individually what to learn, in what system, whether to join a learning community, or to download materials to study individually. Interactive learning is based on the exchange of information and ideas, opinions, beliefs, and attitudes, on interpretations and resolutive suggestions and on the social interactions that are established within a group. Interactive learning can be defined as cooperative or collaborative learning based on the paradigm of group-centred learning, reinforced by the theory of social learning. The permanent interaction with the groups to which the learner belongs, the access to the common experience and knowledge of the group members contribute to an ascending learning process supported by a continuous feedback. Learning is located in a social setting, in the middle of cultural influences, and technology-based collaborative learning can facilitate interaction between individuals and teamwork, and how collaboration and technology facilitate the transmission of knowledge and practices between members of a community. Collaboration can be considered a special form of interaction mediated by a computer. The aim of the paper is to present best practices in interactive learning, challenges, and solutions emphasizing on the use of new online technologies. We focus on bachelor's degree programs students but the results can be replicated in different learning systems

The paper describes the application of the project-based learning approach, one of the trends of Education 4.0, for increasing students' motivation for learning the material studied in the course "Coding in Telecommunication Systems" on the topic of Hamming codes by using different computer-based tools, such as MS Excel, Logisim, ISE Project Navigator, creating bilingual interactive multimedia testing exercises, etc. The applications are used in the educational process in the course "Coding in Telecommunication Systems" for Bachelors in the specialty "Internet and Mobile Communications" in our University. Nowadays, the progress of Information and Communication Technologies (ICT) and the educational innovations have provoked the university professors to develop more effective teaching and learning approaches for attracting students' attention and motivating them to learn the material. The university professors are trained to transform the "conventional teacher-centred approach" into the "innovative student-centred approach" using ICT and project-based learning approach. ICT in education are applied with the aim of providing more facilities to students to learn the issues. The use of ICT in learning will improve the efficiency, motivation, critical, logical and analytical thinking and facilitate the active, experimental and consistent learning [2]. The paper describes different approaches applied in the course "Coding in Telecommunication Systems" for increasing students' motivation using project-based learning on the topic of Hamming codes solving the following problems: 1) studying the theory of Hamming codes in advance based on the idea of flipped-classroom; 2) building MS Excel-based applications for illustrating the principle of operation of encoders and decoders of Hamming (7, 4) codes, 3) building the circuits of encoders and decoders of Hamming (7, 4) codes in Logisim; 4) creating bilingual multimedia interactive applications in English and Bulgarian, with various types of testing exercises, allowing students to learn basic concepts in the theory of Hamming codes.

In the recent years, the scholarly debate on the importance and development of digital competences within the teaching profession has become increasingly nuanced. While the dimensions and depth of the concept remain highly appraised, it remains unclear the extent to which teachers nowadays are closer to developing adequate digital competencies and whether online teaching itself is considered a beneficial practice. Studies have shown different levels of prejudices in students' learning and well-being during the pandemic, so the question is: do teachers adjust their online teaching practices so as to increase learning outcomes, while considering the well-being of students? The present paper tries to address these issues accordingly, by means of on online quantitative study that was carried out between January 1st 2020 - January 28th 2021, on a sample of 1267 Romanian respondents. The questionnaire illustrates the teachers' experience of online education during the COVID-19 pandemic and the central dimensions of our analysis consisted of: the teachers' perceived progress on digital skills; trust in own digital competences; the level of trust offered by the courses attended on delivering online lessons; the perceived benefit of using digital skills in teaching from the perspective of students' learning outcomes; a general evaluation of all educational tools offered by online education; and the extent to which the methods and applications of online education will be integrated in the future. The results point to a positive self-assessment of teachers' digital skills, as well as an important willingness to implement the online education tools back to the everyday classrooms.

Feedback is undoubtedly a very important element in the general structure of the training and learning process, the peremptory proof of importance being the principle of feedback or reverse connection, listed in the current pedagogical or didactic literature. Efficient use of feedback in teaching-learning activity is conditioned by a series of variables, among which are found the elements of specificity, the functions of feedback, its forms and, last but not least, the concrete means by which it can be achieved. The pandemic context generates the problem of a paradigm shift in terms of feedback management, a rethinking and a repositioning of it in the general configuration of the training and learning process. In other words, they need to be reviewed. The main question that formed the basis of this study is: What is the students' perception of the feedback, both in terms of personal experience, but also that of the training specialist for the teaching profession? To formulate an answer to this question, a questionnaire was applied to a group of 80 students from the Pedagogy of Primary and Preschool Education program. Years 2 and 3 were selected, for two reasons: on the one hand, to have a psycho-pedagogical knowledge base that would allow them to formulate pertinent opinions and, on the other hand, to have a comparative reference, having in view that they have completed at least one semester of university studies in face-to-face education. The results show that students' perceptions of feedback in online education are relatively different.

In order for a company to support its development ideas regarding the products and services offered, it needs data from customers. Online reviews are usually seen as a good source of unbiased information to reveal the needs of shoppers and industry trends. The promotion method was visible at the beginning in the B2C world, and in recent years it has also grown in the B2B area. In the online environment, the competition between companies offering software solutions is very high, and their reviews or lack of them can be the decisive factor for a potential customer who analyzes a variety of software. Under these conditions, there have been arisen the evaluation and review platforms dedicated to software for companies such as: Capterra, GetApp, G2 Crowd, SoftwareAdvice, etc. These platforms where SaaS (software-as-a-service) solutions are classified, listed and evaluated have become the preferred places for B2B decision makers to analyze, compare and choose software to solve problems. Many companies are aware of the existence of these SaaS comparison platforms, but do not know quite well how they work, because the platforms have different business models. The paper aims to present the online review management practiced by the Capterra platform whose success consists in the quantity and quality of the reviews, in the existence of very strict criteria for software selection and a detailed process for verifying false reviews. SaaS comparison platforms help building a positive reputation for a product, not limited to the information resources provided by the software solution provider on its website. Buyers are involved in finding relevant references to make informed decisions and spend less time in the suppliers' demonstrations and evaluation meetings.

Nowadays, Flipped Learning and social networks as a means for E-Learning represent a challenge for contemporary higher education. The recent literature written on social networks as tools to enhance education has highlighted the relevance of these learning environments to achieve higher education's fundamental goals in colleges and universities. Most of the investigations confirm that Facebook, along with other social networks, media, and E-communication tools, can enable the university classroom's extension in a new way and support and enhance the Flipped Learning. Therefore, this paper aims to deepen and grasp the relationship between social networks and Flipped Learning in university education by drawing on the topics' primary scholarly literature. To better examine and understand this relation, we have conducted a case study and shown its results. This case study concerned the experience of using a methodology of teaching the sports humanities based on Flipped Learning enhanced by social networks in an Italian University. In order to collect the data, we have used qualitative-quantitative research methodologies. The data were obtained from interviews and survey questionnaires administered to a sample of students attending the online courses of Sports Humanities in an Italian University. Statistical and text analysis programs have processed the data. The programs have shown frequencies, knots, created word trees, lists, and concept maps regarding students' opinions on Facebook as a virtual learning environment to boost the Flipped Classroom. This analysis aimed to understand and grasp, by comparing data, how and whether the use of Social Networks has favored the development of a real Flipped Classroom in the course delivered and, together with it, the Flipped Learning in students. Finally, we used the research data to build an effective Flipped Classroom application model for university education in the sports humanities' scholarly domain.

Facebook is a general social network, which allows registered Internet users to create their network: friendly, professional, family, etc. Twitter is a social network dedicated to micro-blogging, that is, the rapid exchange of information. Social networking sites are fast becoming one of the most popular tools for social interaction and information exchange. Previous research has shown a relationship between users' personalities and the use of their conveyed images and the emergence of fakenews. In addition, a preference for Facebook is often associated with the user's status (novice, general public, etc.) with personality differences such as journalists, politicians or academics, researchers who prefer (twitter) to disseminate information and news. Facebook is the dominant social network in terms of number of members, number of daily visitors and the number of exchanges it generates. It allows its users to connect with their acquaintances: whether professional, friendly, or other types. The goal of Facebook is to connect people with each other and allow them to interact around their personal social network. Twitter a social network dedicated to microblogging: users can communicate with each other through short messages no longer than 140 characters. The challenge here is to be aware of the information in real time and to react to it very quickly. This social network is enjoying worldwide and growing success in media ournalistic and political circles . Twitter and Facebook try to provide information and documentation services like digital libraries which are the permanent sources for scientific communities We will focus our assessment on macro criteria as essential: - ergonomics services, information retrieval services, personalized access services, documentation services, participatory services, networking services

In 21st Century, 'Phubbing' became a phenomenon that threatens belongingness, self-esteem, meaningful existence and control not only for adults' lives but also teenagers' lives. Although, the term "Phubbing" has been defined in various ways as modern communication in which a person snubs another in a social setting by concentrating on their phone instead of having a conversation, it still is not known by many people. Smartphones are widely used by adults as well as students. More than positive aspects of Smartphones we have lots of negative outcomes as a result of over usage of smartphones and interacting in the virtual world conversations instead of the real world ones. They represent a real harm to face-to-face conversations. Students school life and social life is widely effected from the Smartphones. Over usage of Smartphones cause problems in their courses, they start to ignore people around them and thus they start to have problems in social life. In this research, a self determined questionnaire is prepared and distributed online to 138 randomly selected to students who are between the ages of 13-19 and to 138 randomly selected students who are between the ages of 18-22 with the aim of finding the difference among them in terms of the actions of being Phubbed and Phubbing. This study aims to find the difference between the phubbing and being phubbed tendencies of the students in the category teenager, between 13-19 years old, and the adolescent students, who are between 18-22 years old. The results is sure to provide good quid for the Technology-Enhanced Learning and will help to improve quality of life of students.

In this article, it is proposed to identify trends in the evolution of innovative eLearning technologies with implications on the teaching-learning process in the field of military sciences. For this, a synthesis of eEducation and eTraining trends that have influenced educational processes, in general, will be made, with a description of the ways of adapting military higher education to the paradigm of the COVID-19 pandemic. It will also be highlighted the degree of resilience of the academic environment to these trends, in order to identify innovative teaching-learning solutions adapted to a field as specific as the field of military sciences. There has been an increase in the share of the use of eLearning technologies, which have become common alternatives to the classic teaching-learning process to which more and more users have adopted. These technologies have determined the identification of new teaching-learning methods that reduce the quantitative and qualitative differences of the educational processes carried out in specific conditions. The novelty of this approach consists in identifying teaching-learning models with a potential for adoption in military sciences and adapted to the fields of eEducation and eTraining. The eEducation in the military field purposes to create a permanent behavioral change in participants in the teaching-learning process through the transmission of knowledge through innovative technologies. The eTraining aims to obtain certain skills, performing an exact task by using a specific technology. Through eTraining participants in this process are allowed to acquire a certain skill. However, this requires earlier assimilation of theoretical information and next practices in reality. These teaching-learning models must meet the specific needs of the field of military sciences, which will thus align with the trends of evolution of the methods specific to the fields of eEducation and eTraining used in related fields.

TTechnical communication is important for enterprises with technical products as it impacts the marketing mix in many ways, starting from the product itself, especially in the case of digital products, and extending to the communication mix that can be enriched with different elements of technical communication. The present paper aims to analyse the role of technical communication in education within the domain industrial engineering and management as well as the potential of technical communication related elements to increase the learning motivation of students in the online teaching context. This is of high relevance in the actual pandemic context, as in March we experience one year of online education. In this time many universities searched for an answer to the question how to keep the learning motivation of students at a high level even though direct contact of students and professors has been either diminished considerably or eliminated completely, being replaced by contacts via online platforms and online communication instruments. The study is of exploratory nature basing on the case study method to describe the teaching through online instruments and to evaluate the potential of technical communication elements that contain information in audio, video and/or written format. On the one hand there are the user experience elements embedded in digital products, on the other hand there are communication elements that come together with any product such as installation guides, maintenance instructions, warranty declarations and many other elements. Some of them have a high potential to increase the learning motivation of students when embedded in an adequate manner in the teaching process.