Δημοσιεύσεις

Karachristos, C; Kouvara, T; Orphanoudakis, T; Stavropoulos, E; Batsi, Z; Chronopoulou, M

Defining e-learning facilitation - the Greek case study Conference

Proceedings of ICERI2020 Conference, 2020, ISBN: 978-84-09-24232-0.

Abstract | Links | BibTeX | Ετικέτες: COVID-19, distance education, e-learning facilitator

@conference{Karachristos2020,
title = {Defining e-learning facilitation - the Greek case study},
author = {C. Karachristos and T. Kouvara and T. Orphanoudakis and E. Stavropoulos and Z. Batsi and M. Chronopoulou},
url = {https://eeyem.eap.gr/wp-content/uploads/2020/11/1353.pdf},
isbn = {978-84-09-24232-0},
year = {2020},
date = {2020-11-09},
booktitle = {Proceedings of ICERI2020 Conference},
pages = {6283-6290},
abstract = {During the last decades, the field of e-learning is continually expanding. The new era of e-learning education opens up a new problem space for researchers in order to redefine the educational needs that arise in this sector. The demand for e-learning facilitation is growing accordingly to the rising number of participants in e-learning modules in Europe and specifically in Greece. Additionally, the recent COVID-19 lockdown with its tremendous consequences in most of humans’ personal and professional lives, has affected the way of thinking and acting and has highlighted the merits of distance education, by strengthening the need for further dynamic instructional designing models and new skills acquisition. The aim of e-learning facilitation as well as the tasks of an e-learning facilitator are not clearly defined. An e-learning facilitator facilitates an online training course or programme. Among others, he aims to motivate, engage, and support the learners, to facilitate their communication and collaboration throughout the course. The pedagogical role is usually confused with the role of a teacher, but in fact, a facilitator might not be an expert on the subject of the course. Motivated by the above observations, the current research is a first effort to cover the bibliographic gap for the elearning facilitator profile definition. The study aims to identify the pedagogical needs of the adults who are being trained via electronic devices and e-learning platforms, which a facilitator has to fulfill. This step is of utmost importance for defining the pedagogical and technical skills, which have to be possessed by a facilitator. Our research gathers data based on the Greek case, however, it is a part of a wider research where five European countries are participating. A number of stakeholders with a variety of profiles in adult learning (incl. staff from universities, professors, tutors, researchers, company trainers) have been interviewed about the current situation in their country, the tasks and the skills that an e-learning facilitator should have. The results of the research highlighted the pedagogical and technical needs that make the role of a facilitator significant. Based on these needs, a framework has been developed defining the skills of the facilitator. The potential future goal is to create a curriculum aimed at the exclusive training of facilitators in distance adult education.},
keywords = {COVID-19, distance education, e-learning facilitator},
pubstate = {published},
tppubtype = {conference}
}

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During the last decades, the field of e-learning is continually expanding. The new era of e-learning education opens up a new problem space for researchers in order to redefine the educational needs that arise in this sector. The demand for e-learning facilitation is growing accordingly to the rising number of participants in e-learning modules in Europe and specifically in Greece. Additionally, the recent COVID-19 lockdown with its tremendous consequences in most of humans’ personal and professional lives, has affected the way of thinking and acting and has highlighted the merits of distance education, by strengthening the need for further dynamic instructional designing models and new skills acquisition. The aim of e-learning facilitation as well as the tasks of an e-learning facilitator are not clearly defined. An e-learning facilitator facilitates an online training course or programme. Among others, he aims to motivate, engage, and support the learners, to facilitate their communication and collaboration throughout the course. The pedagogical role is usually confused with the role of a teacher, but in fact, a facilitator might not be an expert on the subject of the course. Motivated by the above observations, the current research is a first effort to cover the bibliographic gap for the elearning facilitator profile definition. The study aims to identify the pedagogical needs of the adults who are being trained via electronic devices and e-learning platforms, which a facilitator has to fulfill. This step is of utmost importance for defining the pedagogical and technical skills, which have to be possessed by a facilitator. Our research gathers data based on the Greek case, however, it is a part of a wider research where five European countries are participating. A number of stakeholders with a variety of profiles in adult learning (incl. staff from universities, professors, tutors, researchers, company trainers) have been interviewed about the current situation in their country, the tasks and the skills that an e-learning facilitator should have. The results of the research highlighted the pedagogical and technical needs that make the role of a facilitator significant. Based on these needs, a framework has been developed defining the skills of the facilitator. The potential future goal is to create a curriculum aimed at the exclusive training of facilitators in distance adult education.

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Sideris, Dimitris; Spyropoulou, Natalia; Kalantzi, Rozalia; Androulakis, George

Empowering the educational procedure through interactive educational activities in distance higher education Inproceedings

10th annual International Conference of Education, Research and Innovation (ICERI2017), pp. 6089 - 6094, IATED, 2017, ISBN: 978-84-697-6957-7.

Links | BibTeX | Ετικέτες: distance education, higher education, interactive educational activities, students’ learning experience

Kalantzi, Rozalia; Sideris, Dimitris; Spyropoulou, Natalia; Androulakis, George

Students' motivation in distance higher education: The role of intrinsic motivation Inproceedings

10th annual International Conference of Education, Research and Innovation (ICERI2017), pp. 5734 - 5740, IATED, 2017, ISBN: 978-84-697-6957-7.

Links | BibTeX | Ετικέτες: adult education, distance education, higher education, intrinsic motivation

Kagklis, Vasileios; Lionarakis, Antonis; Marketos, Gerasimos; Panagiotakopoulos, Chris T; Stavropoulos, Elias C; Verykios, Vassilios S

Student Admission Data Analytics for Open and Distance Education in Greece Journal Article Forthcoming

Open Education - The Journal for Open and Distance Education and Educational Technology, Forthcoming.

BibTeX | Ετικέτες: admission demographics, Data analytics, distance education, registration applications

Karachristos, Christoforos V; Stavropoulos, Elias C; Verykios, Vassilios S; Lazarinis, Fotis; Sakkopoulos, Evangelos; Androulakis, George

Promoting Active Learning using a web-based Audience Response System Inproceedings

In Proc. of the 20th Panhellenic Conference on Informatics (PCI 2016), 2016, ISBN: 978-1-4503-4789-1.

Links | BibTeX | Ετικέτες: Active Learning, Audience Response System, distance education, Learning Technologies, Perception Analyzer

Kagklis, Vasileios; Lionarakis, Antonis; Stavropoulos, Elias C; Verykios, Vassilios S

A Learning Analytics Methodology for Student Performance Assessment in a Distance and Open Education Environment Inproceedings

In Proc. of The Online, Open and Flexible Higher Education Conference 2016 (EADTU conference 2016), pp. 735-748, 2016.

Links | BibTeX | Ετικέτες: Big Data, distance education, Learning Analytics, Student Performance Assessment

Spyropoulou, Natalia; Pierrakeas, Christos; Kameas, Achilles

Creating MOOC Guidelines based on best practices Proceeding

Barcelona, Spain, 2014.

Abstract | Links | BibTeX | Ετικέτες: best practices, distance education, MOOCs, open learning

@proceedings{808,
title = {Creating MOOC Guidelines based on best practices},
author = {Natalia Spyropoulou and Christos Pierrakeas and Achilles Kameas},
url = {http://library.iated.org/view/SPYROPOULOU2014CRE},
year = {2014},
date = {2014-01-01},
journal = {6th annual International Conference on Education and New Learning Technologies},
pages = {7-9 July 2014},
address = {Barcelona, Spain},
abstract = {

Massive Open Online Courses (MOOCs) constitute one of the most innovative movements within open learning and distance education. As they are constantly evolving they create new learning opportunities in higher education. However, there exist no consolidated approaches regarding the educational material development, the course curriculum development and the course implementation. Therefore, good practices used in several widespread MOOCs, can be followed and adjusted to different demands and needs of each new course and support designers and academic staff during the design, development and implementation process. Towards this direction, a study was conducted with the aim to create MOOCs guidelines based on best practices on three major categories: the educational material which describe guidelines in order to design and develop suitable educational material, the course curriculum concerning MOOCs structure and configuration and course implementation which include guidelines referring to learners support throughout the educational process. For the aforementioned study practices used by popular MOOCs such as Coursera, FutureLearn, Udemy, Udacity, edΧ and Ιversity were investigated and emulated. The resulting guidelines have been used by designers and academic staff to design four MOOCs of Computer Science Course of the Hellenic Open University (HOU) using EAP-MOOC, a MOOC platform developed based on the Open platform edX. The next step is to escalate the use of MOOCs, relying on the guidelines, in additional educational fields of the HOU.

},
keywords = {best practices, distance education, MOOCs, open learning},
pubstate = {published},
tppubtype = {proceedings}
}

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Aggelopoulou, Niki; Pierrakeas, Christos; Artikis, Alexander; Kalles, Dimitris

Ontological Modelling for Intelligent e-Learning Proceeding

Athens, Greece, 2014.

Abstract | BibTeX | Ετικέτες: artificial intelligence {–} applications, distance education, Lifelong learnig, ontologies