IT English Moodle course development at Budapest Business University

Abstract

Simultaneously with the emergence of the so-called "digital natives", Generation Z (Garai-Fodor– Csercsa, 2020) in higher education, it became necessary for teaching methodology to follow the changing learning needs of students. With the transformation of the learning environment, old teaching methods are relegated to the background, traditional lecture-type classes based on one-way communication are transformed; at the same time,  competencies are increasingly developed digitally. In today's information society, the production and sharing of knowledge gained through experiences face new challenges: in addition to the content, the method of sharing becomes decisive in terms of measuring efficiency. Digital pedagogy (Prievara–Lénárd–Katona, 2020) increasingly strives to meet individual needs, such as catching up with students who require a longer or shorter study time, those absent or lagging behind due to illness or taking a scholarship, satisfying the desire for knowledge of more interested students, highlighting overlaps between disciplines, etc. In response to these current needs, the IT English course material of BBU was prepared to enable the achievement of the above goals based on the principle of the mirrored classroom (Tóth, 2014). The course material proves that a digitized course material does not make the teacher's work redundant, though transforms it. At the same time, digitization significantly facilitates monitoring and evaluating students' progress.