Today it is already common to talk about the so-called 'net generation' , 'digital natives' and  ‘Millennial Learners’ – youth born after 1982s and later, spending a large portion of their lifetime online (Oblinger & Oblinger, 2005; Prensky, 2001; Tapscott, 1998). Modern web technologies enter daily life, their application goes far beyond the internal domestic environment, and their user gradually becomes a multi-tasker (Talbot, 2007). ‘Digital natives’ are willing to apply modern web technologies in all fields of life and, certainly, in the learning process at school and in the university. Therefore, it is reasonable to monitor their habits, their development and their impact on learning, and, specifically, on e-learning. Based on survey data, About 50% teenagers in the US  have their blogs (McLoughlin, Lee, 2008).

We can already identify the signs of significant impact of the digital era. According to Palfrey and Gasser (2010), the “digital era has transformed the way how people live their lives and prelate to one another and to the world around them“. Work with students, considered as digital natives, creates new challenges for a university.  It is important to take into account such criteria, as time, financial, ICT resources in possession. IT is essential to plan the whole learning process, take into account possible challenges (IT should be noted, that each innovation can provides certain surprises), difficulties for students and ways for overcoming them, intended means of communication and student support measures. Self-organizing environments not necessarily act as effective learning environments. Wisdom of uncontrolled crowd easily can turn into an inordinate, unstructured information flow, barely suitable for learning. However, control applied in this case, should not become a dictate. Therefore, application of Web 2.0 technologies is a challenge for e-learning designers and users (teachers and students), as it is necessary to design systems, structures and processes, that would be qualitative, professional in pedagogical sense and would form a virtual learning environment, implementing horizontal learning with the use of group knowledge construction (Dron, 2007)

The research idea came when analyzing the learning achievements of first year students for the study subject “Study introduction”. Students were reluctant to communicate in the university intranet space, often "got lost" - couldn't follow the requirements for submitting their reports, missed calendar events, were several days late in their reaction to teacher's messages in the group virtual discussion space, etc.

Davidson and Waddington, (2010) state, that technologies used in everyday life by a modern typical student and his experience discord with learning platforms and virtual environment offered by the university.

Gros & all. (2012) conducted a research, showing that: “students perceive themselves as fairly competent in most areas (communication, creation, etc.), although the data does not indicate that these competences are necessarily reflected in the normal performance of academic tasks” (207 p.); “create their own groups independent of the “official” communication spaces in the virtual campus” (203 p.).

Margaryan & all.  (2008) presents a research, disclosing „low level of use of and familiarity with collaborative knowledge creation tools, virtual worlds, personal web publishing, and other emergent social technologies“.

Problem question of the research: are digital native students, that are eagerly using ICT technologies in everyday life, offered attractive ICT-based tools for learning.

The research aim: to disclose the attitude of digital native students of the University of Health Sciences to ICT-based tools used in leisure time as well as their attitude towards virtual collaboration, communication and teamwork environment used for learning purposes at the university.

The subject of the research is virtual collaboration, communication and teamwork environment in the of the University of Health Sciences.

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