@conference{Kalantzi2019,
title = { Tutors’ perceptions of blended and online higher education: the case of Hellenic Open University},
author = {Rozalia Kalantzi and Theofanis Orphanoudakis},
editor = {George Ubachs and Fenna Joosten-Adriaanse},
url = {https://eeyem.eap.gr/wp-content/uploads/2019/12/Kalantzi_Proceedings-OOFHEC2019.pdf},
isbn = {9789079730414},
year = {2019},
date = {2019-10-16},
booktitle = {The Online, Open and Flexible Higher Education Conference 2019 (EADTU annual Conference 2019)},
pages = {379-388},
address = { Madrit, Spain},
abstract = {Hellenic Open University (HOU) is the only university in Greece that offers both undergraduate and postgraduate programs with the method of distance learning. The educational procedure approaches the blended learning model combining online and in-person learning through limited number of tutor-student sessions. Aiming at changing the landscape of higher distance education in Greece, HOU, since 2016, is offering new programs that introduce several innovations. In continuity of past work regarding students’ perspectives of new programs, we examine tutors’ opinion about educational content, educational activities, tutor-student sessions and general difficulties they confronted concerning their tutor role, using mostly qualitative analysis. We used a sample of ninety tutors working in two postgraduate programs; one program is in the field of Humanities and the second in the field of Social Sciences. All tutors who participated and answered the questionnaire were tutoring for at least one academic semester. By using students’ point of view described in previous work, we compare tutors’ opinion. The results can be used to offer effective academic, pedagogical and administrative (if needed) support to tutors along with improvement of digital material and tutor-student sessions which are important elements of blended and online learning.},
keywords = {blended and online education, higher education, tutors’ perceptions},
pubstate = {published},
tppubtype = {conference}
}
Hellenic Open University (HOU) is the only university in Greece that offers both undergraduate and postgraduate programs with the method of distance learning. The educational procedure approaches the blended learning model combining online and in-person learning through limited number of tutor-student sessions. Aiming at changing the landscape of higher distance education in Greece, HOU, since 2016, is offering new programs that introduce several innovations. In continuity of past work regarding students’ perspectives of new programs, we examine tutors’ opinion about educational content, educational activities, tutor-student sessions and general difficulties they confronted concerning their tutor role, using mostly qualitative analysis. We used a sample of ninety tutors working in two postgraduate programs; one program is in the field of Humanities and the second in the field of Social Sciences. All tutors who participated and answered the questionnaire were tutoring for at least one academic semester. By using students’ point of view described in previous work, we compare tutors’ opinion. The results can be used to offer effective academic, pedagogical and administrative (if needed) support to tutors along with improvement of digital material and tutor-student sessions which are important elements of blended and online learning.
@inproceedings{ICERI2017Kalantzi,
title = {Students' motivation in distance higher education: The role of intrinsic motivation },
author = {Rozalia Kalantzi and Dimitris Sideris and Natalia Spyropoulou and George Androulakis},
url = {http://eeyem.eap.gr/wp-content/uploads/2018/08/1494.pdf},
isbn = {978-84-697-6957-7},
year = {2017},
date = {2017-11-18},
booktitle = {10th annual International Conference of Education, Research and Innovation (ICERI2017)},
pages = {5734 - 5740},
publisher = {IATED},
keywords = {adult education, distance education, higher education, intrinsic motivation},
pubstate = {published},
tppubtype = {inproceedings}
}
@inproceedings{ICERI2017Spyropoulou,
title = {Adoption of exclusively e-content in distance higher education: The student experience},
author = {Natalia Spyropoulou and Rozalia Kalantzi and Dimitris Sideris and George Androulakis},
url = {http://eeyem.eap.gr/wp-content/uploads/2018/08/1602.pdf},
isbn = {978-84-697-6957-7},
year = {2017},
date = {2017-11-18},
booktitle = {10th annual International Conference of Education, Research and Innovation (ICERI2017)},
pages = {6163 - 6170},
keywords = {digital educational material, higher education, Open and Distance Learning},
pubstate = {published},
tppubtype = {inproceedings}
}
@proceedings{810,
title = {Supporting ODL Tutors in Learning Design: the case of D4P},
author = {Olga Fragou and Achilles Kameas},
year = {2014},
date = {2014-01-01},
journal = {11th Baltic Database and Information Systems Conference},
address = {Tallinn, Estonia},
abstract = {
Systematic investigation of e learning technological tools and resources to support tutorstextquoteright design of educational content is at the core of the ongoing research in Higher Education. Data mining is one step at the core of the knowledge discovery process, dealing with the extraction of patterns and relationships from large amounts of data. Today, most enterprises are actively collecting and storing large databases. Aim of this paper is to present basic characteristics of \emph{Design for Pedagogy tool (D4P), }asa learning- design- oriented tool developed in Hellenic Open University (HOU) which provides support on HOU tutors for designing learning activities and space for storing educational material and activitiestextquoteright structures. This paper outlines the scope, methodology rationale, background design of D4P, reporting on preliminary user testing. The application presented aims to provide scaffold and support to educators for embedding Learning Technology tools into their Open and Distance Learning courses.
},
keywords = {Database design, higher education, Learning Design, Open and Distance Learning},
pubstate = {published},
tppubtype = {proceedings}
}
<p style="text-align: justify;">Systematic investigation of e learning technological tools and resources to support tutorstextquoteright design of educational content is at the core of the ongoing research in Higher Education. Data mining is one step at the core of the knowledge discovery process, dealing with the extraction of patterns and relationships from large amounts of data. Today, most enterprises are actively collecting and storing large databases. Aim of this paper is to present basic characteristics of Design for Pedagogy tool (D4P), asa learning- design- oriented tool developed in Hellenic Open University (HOU) which provides support on HOU tutors for designing learning activities and space for storing educational material and activitiestextquoteright structures. This paper outlines the scope, methodology rationale, background design of D4P, reporting on preliminary user testing. The application presented aims to provide scaffold and support to educators for embedding Learning Technology tools into their Open and Distance Learning courses.</p>
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