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 Centre for Open Education


The Centre for Open Education is a department of Warsaw School of Economics (SGH), one of the greatest Polish universities of economics. The main aims of the Centre are to organize and develop SGH e-learning activity. The Centre also deals with courses for SGH personnel and lifelong learning projects.

Evaluation of online classes

We kindly ask you to evaluate the online classes in which you have participated during the Winter Semester 2016/2017.


Attention participants of Bachelor Studies at SGH

The brand new online video lecture at platform: Responsible Management.


The Night of The Shark during The Night of The Museums

This year on 14th May SGH Warsaw School of Economics for the first time ever took part in the Night of The Museums in Warsaw. The Night of The Shark at SGH was a real economic challenge for the visitors. Its main attraction – an Urban Game prepared mainly by SGH students, attracted enthusiasts of challenges and great fun.


Teaser for candidates: Finance and Accounting with ACCA (MA)

SGH together with its partners - EY Academy of Business and ACCA Poland - offers its candidates a unique opportunity to experience the study at Master's program Finance and Accounting with ACCA qualification.


New edition of EUD and AME at SGH!

During the forthcoming semester, Warsaw School of Economics will have a pleasure to welcome young students once again - participants of Children’s University of Economics (EUD) and The Academy of Young Economist (AME). The enrollment period will begin in February 8 and will last till February 29, 2016. Both projects are organized by Foundation for the Promotion and Accreditation of Economic Education.


Methodology of creating e-learning content

Practical knowledge of methodological backgrounds in the field of preparing e-learning content is one of the key requirements for those, who intend to implement e-learning solutions in everyday school practice. Necessity to fulfill this requirement is equally important when some elements of e-learning only support traditional learning processes as well as when one intends to introduce fully online courses.


Methodology of online courses

Online classes differ significantly from the traditional lessons in a classroom or in a computer lab. They must also be more precisely planned and prepared. It applies particularly to all sorts of activities aimed at the learners, which must not only vary in their form and amount, but also should fulfill different needs of the individual learners as well as various learning conditions of educational processes.


Means of learning content delivery in distance education

Indispensable condition of making much of the possibilities that e-learning brings to school or university is well designed learning content as well as various types of interactivity. But it is not enough. Equally important is also the form in which this content is delivered to the learners. Moreover, including various means of knowledge delivery like, for instance, audio or video recordings not only enriches the form but also helps to meet different learning styles and preferences. Diversity of means can also be supported by the use of graphics, photos, charts and tables or the animations. However, the proper balance between form and content must be kept not only to avoid distraction of the learners by unnecessary “additions” but also to increase their motivation and engagement in learning process.


Efficiency and effectiveness of distance education

Efficiency of e-learning can be considered in many dimensions but methodological and financial aspects seem to be most important among them. The first one is usually measured by the grades that online students get at the end of a course or lecture. Final grades however do not indicate the extent to what means and methods applied in that process have influenced its real efficiency. Such information we can get only when the results of e-learning are compared with adequate content taught in traditional classroom.


Evaluation and e-learning

Evaluation should accompany almost every important project at its various steps although it plays different role in each of them. Evaluation ex ante, for instance, usually precedes already planned activities and may be combined with SWOT analysis or Delphi prediction method. Its role is to enable appropriate design of planned activities. Another step of evaluation - mid term – is also called formative and is usually used for improving the project during its flow while ex post evaluation is aimed at improving the next edition of the project. This type of evaluation can also be called summative.



 Head of unit