Software Platform for the Secondary Technical School E-Learning Course

  • Roman Hrmo
  • Juraj MistinaEmail author
  • Jana Jurinova
  • Lucia Kristofiakova
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 916)


There is a wide array of the e-learning tool platforms to choose from and a lengthy list features to take into consideration. Authors created a comparison of the top eLearning platforms on the market today. Articulate Storyline is one of the most popular e-learning authoring tools. The courses can be adapted to tablet and smartphone screens, providing an optimal view of your course on every device. It is a standalone tool with great interactivity including simulations, screen recordings, drag-and-drop interactions, click-and-reveal activities, quizzes, and assessments. The authors present their experience in the development of the English e-learning course for presentation skills and professional competences development, using the Articulate software. The paper provides the readers with practical examples and illustrations, as well as recommendations concerning methodology of the course design.


E-learning course Secondary technical schools Quality of education Global labour market Communication and presentation skills 



The paper is supported by the KEGA National Grant Agency of the Slovak Ministry of Education as an output of the project “Implementation of the project for improving the quality of graduates into practice at secondary technical and vocational schools”.


  1. 1.
    Kirsh, D.: Interactivity and multimedia interfaces. Instr. Sci. 25(2), 79–96 (1997)CrossRefGoogle Scholar
  2. 2.
    Purchase, H.: Defining multimedia. IEEE Multimed. 5(1), 8–15 (1998)Google Scholar
  3. 3.
    Sangra, A., Vlachopoulos, D., Cabrera, N.: Building an inclusive definition of e-learning: an approach to the conceptual framework. Int. Rev. Res. Open Distrib. Learn. [S.l.] 13(2), 145–159. (2012). Last accessed 29 May 2018. ISSN 1492-3831
  4. 4.
    Vališová, A., Šubrt, J., Andres, P.: e-learning from the technical university students point of view. In: Proceedings of the 10th IASTED International Conference on Computers and Advanced Technology in Education, pp. 185–189. ACTA Press (2007)Google Scholar
  5. 5.
    Mironovová, E., Chmelíková, G., Fedic, D.: Developing e-Learning skills within English language training in the Slovak University of Technology. In: International Conference on e-Education, e-Business, e-Management, and e-Learning, IC4E 2010, pp. 203–206. IEEE (2010)Google Scholar
  6. 6.
    Poulova, P., Simonova, I.: e-Learning reflected in research studies in Czech republic: comparative analyses. Procedia-Soc. Behav. Sci. 116, 1298–1304 (2014)CrossRefGoogle Scholar
  7. 7.
    Simonova, I., Poulova, P., Kriz, P.: Reflection of intelligent e-learning/tutoring-the flexible learning model in LMS Blackboard. In: Transactions on Computational Collective Intelligence XVIII, pp. 20–43. Springer, Berlin (2015)Google Scholar
  8. 8.
    Christensson, P.: E-learning definition. (2015). Last accessed 10 May 2018
  9. 9. © Copyright, (2018). Last accessed 04 Apr 2018
  10. 10.
    Berková, K., Krejčová, K., Králová, A., Krpálek, P., Krelová, K.K., Kolářová, D.: The conceptual four-sector model of development of the cognitive process dimensions in abstract visual thinking. Probl. Educ. 21st Century 76(2) (2018)Google Scholar
  11. 11.
    Andres, P., Dobrovská, D.: Managing interaction skills in the engineering pedagogy programme. In: 2014 International Conference on Interactive Collaborative Learning (ICL), pp. 112–116. IEEE (2014)Google Scholar
  12. 12.
    Andres, P., Svoboda, P.: Multimedia as a modern didactic tool–windows EDU proof of concept project at Czech Technical University in Prague. In: International Conference on Interactive Collaborative Learning, pp. 29–40. Springer, Cham (2016)Google Scholar
  13. 13.
    Chmelíková, G., Hurajová, Ľ.: How to foster students´ study activity via ICT and real projects. J. Teach. Engl. Specif. Acad. Purp. 5(2), 173–177 (2017)Google Scholar
  14. 14.
    Szőköl, I.: Educational Evaluation in Contemporary Schools, pp. 159. Belvedere Meridionale, Szeged, Austria (2016)Google Scholar
  15. 15.
    Smékalová, L., Němejc, K.: Transferable competencies of graduates of vocational education: a retrospective survey 2007–2014. In: Proceedings of the International Scientific Conference Rural Environment, Education, Personality (REEP), vol. 9, pp. 106–113 (2016)Google Scholar
  16. 16.
    Herout, L.: Application of gamification and game-based learning in education. In: EDULEARN2016: 8th International Conference on Education and New Learning Technologies, pp. 978–984 (2016). ISBNGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  • Roman Hrmo
    • 1
  • Juraj Mistina
    • 2
    Email author
  • Jana Jurinova
    • 2
  • Lucia Kristofiakova
    • 1
  1. 1.DTI University in Dubnica Nad VahomDubnica Nad VáhomSlovak Republic
  2. 2.University of SS. Cyril and Methodius in TrnavaTrnavaSlovak Republic

Personalised recommendations