Abstract

Suvremena nastava, ako prati potrebe privrede i društva, a to je moguće samo ako prati potrebe i mogućnosti studenata, nužno mora biti prostorno i vremenski razgranana da bi postigla zadovoljavajuću razinu izbornosti predmeta. Ali to zahtijeva mnogo skupog prostora i ograničenog vremena koje se ni uz koju cijenu ne može produžiti. Zato je nastava u kiber prostoru i vremenu svakim danom ne samo sve izazovnija glede novih obrazovnih mogućnosti, nego je uvođenjem bolonjskog procesa već sada nužna u prevladavanju ograničenja koja suvremenom obrazovanju postavljaju konvencionalno vrijeme i prostor.U tekstu se razmatraju mogućnosti koje prevladavanju tih ograničenja i primjeni bolonjskog modela otvara suvremena obrazovna tehnologija zasnovana na uporabi umreženih računala. Posebno glede sve snažnije potrebe obrazovanja za samoobrazovanje, za istraživanje i stvaralaštvo, te treću dob, tj. cjeloživotno obrazovanje.If contemporary education follows the needs of both the economy and society as a whole – which is possibly only if it follows student needs and capabilities – it must necessarily be both spatially and temporally branched out and diversified in order that it may achieve a satisfactory level of subject choice. This, however, requires a lot of expensive space and limited time that, unfortunately, cannot be extended at any price. This is why cyber-space-and-time education is becoming not only increasingly challenging day-by-day concerning the novel educational possibilities it offers, but also fully necessary – due to the introduction of the Bologna Process – in overcoming the limitations imposed on contemporary education by conventional time and space.This paper considers the possibilities offered by the contemporary educational technologies based on the use of networked computers in overcoming the aforesaid limitations and in the application of the Bologna model, particularly concerning the increasing needs for self-education, research and creativity, and lifelong learning