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This paper aims to study the relationship between students’ activities in the e-classroom and grades for the final exam. The study was conducted at the Faculty of Administration, University of Ljubljana among first-year undergraduate students. In the e-classroom, students learn new content for individual self-study, and their knowledge is checked with quizzes.

In the empirical study, the relationship between performance in quizzes and at the final exam was studied from two perspectives. First, successful and unsuccessful students (in terms of quizzes) were compared. Second, the Orange data mining software was used for two predictive modelling tasks. The research question was based on a student’s quiz performances, is it possible to predict whether the student will pass an exam and will the student’s grade for the exam be good.

The empirical results indicate a very strong connection between a student’s performance in quizzes and their score for the final exam in the course. Significant differences in performance were found between students who had completed most quizzes and those who had not. Moreover, the results highlighted which quizzes, in other words topics, are most important for passing an exam or obtaining a better grade. Therefore, the quality of individual study in the e-classroom positively influences a student’s performance.

The paper is the first to assess the impact of students’ activities on learning outcomes in undergraduate public administration programmes by applying a data mining approach.

In higher education, blended learning is already strongly established. The e-courses vary in their structure, assignments, prompt examinations, interaction between students and teachers, etc. Such aspects may influence the students’ perception of usefulness of blended learning. The purpose of this paper is to identify the factors which influence that feeling and to look for possible differences in perception by different subgroups of students.

Students in the survey evaluated 13 aspects of e-courses in which they were enrolled. From enrolment documents, additional demographic data were collected (gender, high-school grade, study programme, etc.). A multiple linear regression was used with perceived usefulness as the response variable and the 12 other e-course aspects as predictors. Further, the same regression analysis was performed on different subgroups of students based on demographical data.

The empirical results showed that the general impression regarding the e-courses, their consistency with the face-to-face teaching and the teachers’ responsiveness had a significant influence on the students’ perception of the usefulness of e-courses. Further analysis based on demographic data revealed several subgroups of students where the perception of usefulness was influenced by different aspects. The teachers’ feedback and supplementing the tutorial play an important role in higher years of study, while the general impression loses its influence.

The paper is the first to explore the importance of demographic determinants of perceived usefulness of e-learning tools in EAPAA (European Association of Public Administration Accreditation)-accredited undergraduate public administration programmes.

In higher education, a combination of traditional face-to-face learning and e-learning is becoming very popular. During their studies, students are enroled in several e-courses. They perceive various aspects of e-courses and show different responses when using teaching materials and learning in an e-course. The purpose of this paper is to measure such aspects from the students’ perspective and explore the differences among various subgroups of students.

In the survey, students expressed their opinions on 13 different aspects (a seven-level scale) of the e-courses in which they were enroled. In addition, the influence of some demographic characteristics was analysed. The authors used statistical tests (t-test and ANOVA) to compare the means among the analysed subgroups.

The empirical results reveal some differences among the subgroups of students. Students’ attitudes to blended learning increase significantly by year of study and decrease according to the amount of other non-study activities. Simplicity of finding materials in an e-course is the factor where male and female students differ significantly. This finding serves as a guideline for faculty management concerned with how to adjust blended learning to fulfil the various expectations of different student subgroups.

This paper’s insights will be of value to individuals and institutions engaged in the e-learning process in higher education. In particular, the results will be helpful to the faculty management and teachers with the main task to increase the engagement of particular groups of students regarding the work in e-courses.

The aim of the paper is to review some previous researches examining ICT efficiency and the impact of ICT on educational output/outcome as well as different conceptual and methodological issues related to performance measurement.

This paper adopts a non‐parametric methodology, i.e. data envelopment analysis (DEA) technique, and applies it to selected EU‐27 and OECD countries.

The empirical results of the varying levels of (output‐oriented) efficiency (under the VRSTE framework) show that Finland, Norway, Belgium and Korea are the most efficient countries in terms of their ICT sectors. In addition, the analysis also finds evidence that most of the countries under consideration hold great potential for increased efficiency in ICT and for improving their educational outputs and outcomes.

This is the first paper that investigates such a wide range of countries with DEA technique when analyzing efficiency of ICT sector from an educational perspective.

The paper has two purposes – first, to examine the dimensionality of employee satisfaction and, second, to identify the impact of the groups of factors on employee satisfaction.

The measurement of satisfaction of all employees in the Slovenian Police based on the comprehensive on-line questionnaire. Factor analysis was used to formulate the facets of satisfaction. Multiple linear regression analysis was performed to identify the predictors of three facets of employee satisfaction.

Three facets of employee satisfaction were determined and the influence of three types of factors (demographic, job-related and organizational-support-related factors) on them was investigated. The results show that the worst assessed facet was salary and security, whereas no significant differences were found between two other facets, namely relationships and leadership, and tasks and working conditions. The three factors influenced employee satisfaction with different levels of intensity.

The current economic situation in the state, especially in the public sector and in the police service, definitely impacts the results of the survey. The survey was conducted just before the announcement of savings measures in the Slovenian public sector. Since it was conducted on-line, it has to be assumed that for some employees this probably meant that anonymity could not be assured.

The survey was performed in order to identify the opportunities for improvements in police management. The results indicate the importance of leadership, communication and participation in the work of police officers, especially during a period of limited financial resources.

The paper shows that the strongest influence, by far, on employee satisfaction is that of the employees' feeling that the police will support and protect them in case they are exposed while performing their legitimate and professional work. Trust in one's immediate superior also has a strong influence. Both could be an important signal to the management of the police to focus on activities to increase cohesiveness within the police and constantly promote the feeling of belongingness to the police among all its members.