TY  - CONF
AU  - Ljubojević, Danijela
AU  - Kadijević, Đorđe
AU  - Gutvajn, Nikoleta
PY  - 2024
UR  - https://ceur-ws.org/Vol-3696/
UR  - http://ipir.ipisr.org.rs/handle/123456789/1097
AB  - Since its launch a year ago, ChatGPT has sparked many concerns in education, especially
when it comes to writing. Many students enjoy the benefits of getting generated text for their
homework assignments; however, this behaviour impacts profoundly the writing process and
the development of critical thinking skills. Among these assignments that are particularly
important to critical skills development are so-called argumentative essays, which require the
student to investigate a topic, collect, generate, and evaluate evidence, and establish a
position on the topic in a concise manner. To assess these essays in a thoughtful way, this
paper presents a checklist whose indicators focus on main aspects of essay organisation and
higher-order critical thinking skills. The checklist was developed for both machine and
human responses by using relevant theoretical framework (the Classical model of
Argumentation and Paul-Elder critical thinking framework), the five-paragraph approach,
and Cambridge English Qualifications scales at level C1 of the CEFR. As this assessment
tool was applied in evaluating ChatGPT-composed argumentative essays, apart from the
validity of the tool, this paper also presents its inter-rater reliability. Suggestions for research
and practice are included.
PB  - Belgrade : Metropolitan
C3  - E-Learning
T1  - Towards a Valid and Reliable Checklist to Evaluate Argumentative Essays Composed by ChatGPT
EP  - 90
SP  - 82
VL  - 3696
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1097
ER  - 

@conference{
author = "Ljubojević, Danijela and Kadijević, Đorđe and Gutvajn, Nikoleta",
year = "2024",
abstract = "Since its launch a year ago, ChatGPT has sparked many concerns in education, especially
when it comes to writing. Many students enjoy the benefits of getting generated text for their
homework assignments; however, this behaviour impacts profoundly the writing process and
the development of critical thinking skills. Among these assignments that are particularly
important to critical skills development are so-called argumentative essays, which require the
student to investigate a topic, collect, generate, and evaluate evidence, and establish a
position on the topic in a concise manner. To assess these essays in a thoughtful way, this
paper presents a checklist whose indicators focus on main aspects of essay organisation and
higher-order critical thinking skills. The checklist was developed for both machine and
human responses by using relevant theoretical framework (the Classical model of
Argumentation and Paul-Elder critical thinking framework), the five-paragraph approach,
and Cambridge English Qualifications scales at level C1 of the CEFR. As this assessment
tool was applied in evaluating ChatGPT-composed argumentative essays, apart from the
validity of the tool, this paper also presents its inter-rater reliability. Suggestions for research
and practice are included.",
publisher = "Belgrade : Metropolitan",
journal = "E-Learning",
title = "Towards a Valid and Reliable Checklist to Evaluate Argumentative Essays Composed by ChatGPT",
pages = "90-82",
volume = "3696",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1097"
}

Ljubojević, D., Kadijević, Đ.,& Gutvajn, N.. (2024). Towards a Valid and Reliable Checklist to Evaluate Argumentative Essays Composed by ChatGPT. in E-Learning
Belgrade : Metropolitan., 3696, 82-90.
https://hdl.handle.net/21.15107/rcub_ipir_1097

Ljubojević D, Kadijević Đ, Gutvajn N. Towards a Valid and Reliable Checklist to Evaluate Argumentative Essays Composed by ChatGPT. in E-Learning. 2024;3696:82-90.
https://hdl.handle.net/21.15107/rcub_ipir_1097 .

Ljubojević, Danijela, Kadijević, Đorđe, Gutvajn, Nikoleta, "Towards a Valid and Reliable Checklist to Evaluate Argumentative Essays Composed by ChatGPT" in E-Learning, 3696 (2024):82-90,
https://hdl.handle.net/21.15107/rcub_ipir_1097 .

TY  - JOUR
AU  - Kadijevich, Djordje
AU  - Gutvajn, Nikoleta
AU  - Ljubojević, Danijela
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/906
AB  - The outbreak of COVID-19 pandemic in March 2020 influenced all aspects of school life. Teaching and learning moved only online, with different software solutions emerging for teachers to make the most of them. These educational platforms provided more than just a traditional teaching which is focused on the transmission and access to information. Their added value is in a student-centred approach which promotes diverse competencies as regarded to be 21st century skills. This study focused on promoting 21st century digital skills using educational platforms in the times of COVID-19 during school lockdowns. It examined teachers’ responses about the extent to which this promotion was attained during their online teaching using these technologies. A sample of 667 schoolteachers from Serbia was used and relevant data were collected using an online questionnaire. The analysis showed there were significant differences between these medians of promotion of digital skills for different groups of teachers favouring certain groups. These differences could be explained by the fact that teachers in those favoured groups were more experienced in using educational platforms and arranged teamwork within them more often. Additional analysis showed that experience and teamwork were related and that they jointly contributed to digital skills promotion. Suggestions for practice and research are included.
PB  - Routledge : Taylor & Francis
T2  - Interactive Learning Environments
T2  - Interactive Learning Environments
T1  - Fostering twenty-first century digital skills by the means of educational platforms in the times of COVID-19
EP  - 10
SP  - 1
DO  - 10.1080/10494820.2023.2176520
ER  - 

@article{
author = "Kadijevich, Djordje and Gutvajn, Nikoleta and Ljubojević, Danijela",
year = "2023",
abstract = "The outbreak of COVID-19 pandemic in March 2020 influenced all aspects of school life. Teaching and learning moved only online, with different software solutions emerging for teachers to make the most of them. These educational platforms provided more than just a traditional teaching which is focused on the transmission and access to information. Their added value is in a student-centred approach which promotes diverse competencies as regarded to be 21st century skills. This study focused on promoting 21st century digital skills using educational platforms in the times of COVID-19 during school lockdowns. It examined teachers’ responses about the extent to which this promotion was attained during their online teaching using these technologies. A sample of 667 schoolteachers from Serbia was used and relevant data were collected using an online questionnaire. The analysis showed there were significant differences between these medians of promotion of digital skills for different groups of teachers favouring certain groups. These differences could be explained by the fact that teachers in those favoured groups were more experienced in using educational platforms and arranged teamwork within them more often. Additional analysis showed that experience and teamwork were related and that they jointly contributed to digital skills promotion. Suggestions for practice and research are included.",
publisher = "Routledge : Taylor & Francis",
journal = "Interactive Learning Environments, Interactive Learning Environments",
title = "Fostering twenty-first century digital skills by the means of educational platforms in the times of COVID-19",
pages = "10-1",
doi = "10.1080/10494820.2023.2176520"
}

Kadijevich, D., Gutvajn, N.,& Ljubojević, D.. (2023). Fostering twenty-first century digital skills by the means of educational platforms in the times of COVID-19. in Interactive Learning Environments
Routledge : Taylor & Francis., 1-10.
https://doi.org/10.1080/10494820.2023.2176520

Kadijevich D, Gutvajn N, Ljubojević D. Fostering twenty-first century digital skills by the means of educational platforms in the times of COVID-19. in Interactive Learning Environments. 2023;:1-10.
doi:10.1080/10494820.2023.2176520 .

Kadijevich, Djordje, Gutvajn, Nikoleta, Ljubojević, Danijela, "Fostering twenty-first century digital skills by the means of educational platforms in the times of COVID-19" in Interactive Learning Environments (2023):1-10,
https://doi.org/10.1080/10494820.2023.2176520 . .

TY  - JOUR
AU  - Ljubojević:, Danijela
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/1033
AB  - Establishing good handwriting habits in the earliest grades is very important for the entire schooling. It affects school performance and promotes learning. In Serbia, pupils start learning Cyrillic letters in Grade 1, while the Serbian Latin alphabet is taught in the second term in Grade 2. When it comes to ELT, there is no official introduction to the English Roman alphabet and children are expected to acquire the new script from Grade 3 and use it efficiently. In this paper, we analysed the learning resources for English (student’s books and workbooks) used in Grades 1 and 2 to determine the type of writing activities given, whether they provide sufficient support to develop writing skills, and how they can be improved. Based on the results, recommendations are given to improve the teaching instruction.
PB  - Belgrade : English Department, Faculty of Philology, University of Belgrade
T2  - Belgrade English Language and Literature Studies
T1  - The pedagogy of handwriting in english language teaching: a comprehensive analysis of resources and challenges in serbia’s elementary schools
EP  - 163
IS  - 1
SP  - 139
VL  - 15
DO  - doi.org/10.18485/bells.2023.15.7
ER  - 

@article{
author = "Ljubojević:, Danijela",
year = "2023",
abstract = "Establishing good handwriting habits in the earliest grades is very important for the entire schooling. It affects school performance and promotes learning. In Serbia, pupils start learning Cyrillic letters in Grade 1, while the Serbian Latin alphabet is taught in the second term in Grade 2. When it comes to ELT, there is no official introduction to the English Roman alphabet and children are expected to acquire the new script from Grade 3 and use it efficiently. In this paper, we analysed the learning resources for English (student’s books and workbooks) used in Grades 1 and 2 to determine the type of writing activities given, whether they provide sufficient support to develop writing skills, and how they can be improved. Based on the results, recommendations are given to improve the teaching instruction.",
publisher = "Belgrade : English Department, Faculty of Philology, University of Belgrade",
journal = "Belgrade English Language and Literature Studies",
title = "The pedagogy of handwriting in english language teaching: a comprehensive analysis of resources and challenges in serbia’s elementary schools",
pages = "163-139",
number = "1",
volume = "15",
doi = "doi.org/10.18485/bells.2023.15.7"
}

Ljubojević:, D.. (2023). The pedagogy of handwriting in english language teaching: a comprehensive analysis of resources and challenges in serbia’s elementary schools. in Belgrade English Language and Literature Studies
Belgrade : English Department, Faculty of Philology, University of Belgrade., 15(1), 139-163.
https://doi.org/doi.org/10.18485/bells.2023.15.7

Ljubojević: D. The pedagogy of handwriting in english language teaching: a comprehensive analysis of resources and challenges in serbia’s elementary schools. in Belgrade English Language and Literature Studies. 2023;15(1):139-163.
doi:doi.org/10.18485/bells.2023.15.7 .

Ljubojević:, Danijela, "The pedagogy of handwriting in english language teaching: a comprehensive analysis of resources and challenges in serbia’s elementary schools" in Belgrade English Language and Literature Studies, 15, no. 1 (2023):139-163,
https://doi.org/doi.org/10.18485/bells.2023.15.7 . .

TY  - CHAP
AU  - Kadijević, Djordje
AU  - Ljubojević, Danijela
AU  - Gutvajn, Nikoleta
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/782
AB  - E-assessment needs to provide detailed feedback that students would use. To this end, the content of feedback should include assessment information that is important to students. By using a convenient sample of twenty second-year undergraduate students, this study explored the extent to which different kinds of assessment feedback were important to students. Therefore, an online questionnaire was administered which, apart from asking values of some background variables including academic achievement, listed a number of different feedback techniques supporting activities applied in deep and strategic approaches to learning and studying. For each technique, students had to indicate the extent of the importance they assigned to it. It was found that: (1) although feedback techniques supporting a deep approach were as important to students as those supporting a strategic approach, the importance of the former was positively related to that of the latter; (2) feedback techniques supporting a deep approach were more important to females than males; (3) when the importance of all these feedback techniques together was considered in a specific way, their relevance to an increase in students’ knowledge, skills and motivation could be demonstrated. Although this study used a small sample that might characterise it as preliminary research, it revealed valuable findings, which due to their considerable effect size, make the sample size less questionable. Suggestions for further research are included.
PB  - Springer International Publishing
T2  - Digital Transformation of Education and Learning - Past, Present and Future
T1  - What Kind of E-assessment Feedback Is Important to Students? An Empirical Study
EP  - 273
SP  - 261
VL  - 642
DO  - 10.1007/978-3-030-97986-7_22
ER  - 

@inbook{
author = "Kadijević, Djordje and Ljubojević, Danijela and Gutvajn, Nikoleta",
year = "2022",
abstract = "E-assessment needs to provide detailed feedback that students would use. To this end, the content of feedback should include assessment information that is important to students. By using a convenient sample of twenty second-year undergraduate students, this study explored the extent to which different kinds of assessment feedback were important to students. Therefore, an online questionnaire was administered which, apart from asking values of some background variables including academic achievement, listed a number of different feedback techniques supporting activities applied in deep and strategic approaches to learning and studying. For each technique, students had to indicate the extent of the importance they assigned to it. It was found that: (1) although feedback techniques supporting a deep approach were as important to students as those supporting a strategic approach, the importance of the former was positively related to that of the latter; (2) feedback techniques supporting a deep approach were more important to females than males; (3) when the importance of all these feedback techniques together was considered in a specific way, their relevance to an increase in students’ knowledge, skills and motivation could be demonstrated. Although this study used a small sample that might characterise it as preliminary research, it revealed valuable findings, which due to their considerable effect size, make the sample size less questionable. Suggestions for further research are included.",
publisher = "Springer International Publishing",
journal = "Digital Transformation of Education and Learning - Past, Present and Future",
booktitle = "What Kind of E-assessment Feedback Is Important to Students? An Empirical Study",
pages = "273-261",
volume = "642",
doi = "10.1007/978-3-030-97986-7_22"
}

Kadijević, D., Ljubojević, D.,& Gutvajn, N.. (2022). What Kind of E-assessment Feedback Is Important to Students? An Empirical Study. in Digital Transformation of Education and Learning - Past, Present and Future
Springer International Publishing., 642, 261-273.
https://doi.org/10.1007/978-3-030-97986-7_22

Kadijević D, Ljubojević D, Gutvajn N. What Kind of E-assessment Feedback Is Important to Students? An Empirical Study. in Digital Transformation of Education and Learning - Past, Present and Future. 2022;642:261-273.
doi:10.1007/978-3-030-97986-7_22 .

Kadijević, Djordje, Ljubojević, Danijela, Gutvajn, Nikoleta, "What Kind of E-assessment Feedback Is Important to Students? An Empirical Study" in Digital Transformation of Education and Learning - Past, Present and Future, 642 (2022):261-273,
https://doi.org/10.1007/978-3-030-97986-7_22 . .

TY  - CONF
AU  - Kadijević, Đorđe
AU  - Gutvajn, Nikoleta
AU  - Ljubojević, Danijela
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/913
AB  - To prepare students to cope successfully with increasingly complex life and work
environments based upon the extensive application of information-communication technology
(ICT), today’s education should focus on cultivating 21st century digital skills. To assess the
extent to which these ICT-based skills have been attained, an appropriate scale with good
psychometric properties needs to be applied. By using a sample of 667 teachers from about
200 secondary schools across Serbia, this study examined the psychometric properties of a 21st
century digital skills scale. These properties dealt with representativity, reliability,
homogeneity, and validity. The examination showed that this scale was of a good quality for
each of these properties. Suggestions for further research are included.
PB  - Belgrade : Metropolitan University
C3  - eLearning
T1  - Psychometric properties of a 21st century digital skills scale
EP  - 88
SP  - 83
UR  - https://hdl.handle.net/21.15107/rcub_ipir_913
ER  - 

@conference{
author = "Kadijević, Đorđe and Gutvajn, Nikoleta and Ljubojević, Danijela",
year = "2022",
abstract = "To prepare students to cope successfully with increasingly complex life and work
environments based upon the extensive application of information-communication technology
(ICT), today’s education should focus on cultivating 21st century digital skills. To assess the
extent to which these ICT-based skills have been attained, an appropriate scale with good
psychometric properties needs to be applied. By using a sample of 667 teachers from about
200 secondary schools across Serbia, this study examined the psychometric properties of a 21st
century digital skills scale. These properties dealt with representativity, reliability,
homogeneity, and validity. The examination showed that this scale was of a good quality for
each of these properties. Suggestions for further research are included.",
publisher = "Belgrade : Metropolitan University",
journal = "eLearning",
title = "Psychometric properties of a 21st century digital skills scale",
pages = "88-83",
url = "https://hdl.handle.net/21.15107/rcub_ipir_913"
}

Kadijević, Đ., Gutvajn, N.,& Ljubojević, D.. (2022). Psychometric properties of a 21st century digital skills scale. in eLearning
Belgrade : Metropolitan University., 83-88.
https://hdl.handle.net/21.15107/rcub_ipir_913

Kadijević Đ, Gutvajn N, Ljubojević D. Psychometric properties of a 21st century digital skills scale. in eLearning. 2022;:83-88.
https://hdl.handle.net/21.15107/rcub_ipir_913 .

Kadijević, Đorđe, Gutvajn, Nikoleta, Ljubojević, Danijela, "Psychometric properties of a 21st century digital skills scale" in eLearning (2022):83-88,
https://hdl.handle.net/21.15107/rcub_ipir_913 .

TY  - CONF
AU  - Kadijevich, Djordje
AU  - Ljubojević, Danijela
AU  - Gutvajn, Nikoleta
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/865
AB  - An answer to an item in a questionnaire may provide a cognitive anchor that limits respondent’s adjusting to
answer the next questionnaire item. This paper examines the issues of anchoring and adjusting in response to a
questionnaire about the importance of listed e-feedback techniques. Two measures of anchoring and adjusting were
applied, which revealed not only whether more anchoring and less adjusting were present, but also which respondents
might apply more anchoring and less adjusting in their responses. Addressing these questions, especially when responses
to two sets of items are similar overall, may be an important step in completing an appropriate discussion of
questionnaire-based findings.
PB  - Belgrade : Metropolitan
C3  - E-Learning
T1  - Anchoring and adjusting in students’ responses to a questionnaire about the importance of given e-feedback techniques
EP  - 124
IS  - 122
UR  - https://hdl.handle.net/21.15107/rcub_ipir_865
ER  - 

@conference{
author = "Kadijevich, Djordje and Ljubojević, Danijela and Gutvajn, Nikoleta",
year = "2021",
abstract = "An answer to an item in a questionnaire may provide a cognitive anchor that limits respondent’s adjusting to
answer the next questionnaire item. This paper examines the issues of anchoring and adjusting in response to a
questionnaire about the importance of listed e-feedback techniques. Two measures of anchoring and adjusting were
applied, which revealed not only whether more anchoring and less adjusting were present, but also which respondents
might apply more anchoring and less adjusting in their responses. Addressing these questions, especially when responses
to two sets of items are similar overall, may be an important step in completing an appropriate discussion of
questionnaire-based findings.",
publisher = "Belgrade : Metropolitan",
journal = "E-Learning",
title = "Anchoring and adjusting in students’ responses to a questionnaire about the importance of given e-feedback techniques",
pages = "124",
number = "122",
url = "https://hdl.handle.net/21.15107/rcub_ipir_865"
}

Kadijevich, D., Ljubojević, D.,& Gutvajn, N.. (2021). Anchoring and adjusting in students’ responses to a questionnaire about the importance of given e-feedback techniques. in E-Learning
Belgrade : Metropolitan.(122).
https://hdl.handle.net/21.15107/rcub_ipir_865

Kadijevich D, Ljubojević D, Gutvajn N. Anchoring and adjusting in students’ responses to a questionnaire about the importance of given e-feedback techniques. in E-Learning. 2021;(122):null-124.
https://hdl.handle.net/21.15107/rcub_ipir_865 .

Kadijevich, Djordje, Ljubojević, Danijela, Gutvajn, Nikoleta, "Anchoring and adjusting in students’ responses to a questionnaire about the importance of given e-feedback techniques" in E-Learning, no. 122 (2021),
https://hdl.handle.net/21.15107/rcub_ipir_865 .