Themes in eLearning

Primary education teachers’ adoption of Web 2.0 tools in educational practices and the impact of the pandemic COVID-19

Giorgos Panetas, Anthi Karatrantou, Christos Panagiotakopoulos — Fri, 01 Dec 2023 00:00:00 GTB Standard Time

In recent years, the question of the use of Web 2.0 applications and tools by teachers in their teaching practice has come to the fore as Web 2.0 applications can offer several advantages when used by teachers, as they are tools for interaction, collaboration, and communication. This study aims to investigate the acceptance of Web 2.0 applications and tools by in-service primary School teachers in the framework of a qualitative research design. Thirteen (13) participants including primary education teachers, school directors, coordinators of educational work and B-level trainers in the field of ICTs in education interviewed. Semi-conducted interview used as research tool consisted of questions based on the Technology Acceptance Model 2 (TAM 2) and external factors as well as of questions related to the use of Web 2.0 tools during the COVID-19 pandemic. For the purposes of the study the acceptance of Web 2.0 applications and tools was investigated in terms of perceived usefulness, perceived ease of use, perceived enjoyment, self-efficacy, subjective norm, facilitating conditions and intention to use. From the thematic analysis of the data collected and analyzed, emerged that the degree of perceived usefulness, perceived ease of use, perceived enjoyment, and intention to use of teachers for the utilization of Web 2.0 applications and tools in their teaching are satisfactory. Self-efficacy of the teachers in using Web 2.0 tools, subjective norm, facilitating conditions and the pandemic period influence the levels and ways of acceptance.

Perceived importance of quality indicators in online lifelong learning programs: views of Greek adult learners

Apostolos Kostas, Maria Pavlidou — Fri, 01 Dec 2023 00:00:00 GTB Standard Time

This study examines the responses of a comprehensive survey research on the perceived importance of 16 quality indicators for Online Distance Education (ODL), probing the perceptions of Greek adult learners, who participated in lifelong learning programs. Data analysis provides valuable insights for educators and policymakers in the field of ODL training by examining the perceived importance of human resources, institution, educational design, and evaluation. Results from the online questionnaire responses (N=203) highlight the importance of collaborative tasks, trainers’ skills, interactive educational content, connection between theory and practice, and student feedback and affirm that learner satisfaction is a significant determinant of quality training, thus suggesting that institutions must prioritize quality assurance to provide trainees with a more rewarding and fulfilling online learning experience.

HyperDocs, UDL, and the SAMR model as gateways to develop Greek teachers' digital competence through the lens of DigCompEdu: The case of “HyperMOOC”

George Chorozidis, Charalampos Karagiannidis — Fri, 01 Dec 2023 00:00:00 GTB Standard Time

Digital competence encompasses a set of knowledge, skills, and attitudes citizens need to actively participate in the digital world. There is a need to adequately develop teachers’ digital competence as a part of their professional development to facilitate students’ digital competence. Several competency frameworks have described the facets of digital competence for teachers, but it remains unclear how to support teachers in developing their digital competence. MOOCs have the potential to be a viable solution for developing teachers’ digital competence. This study presents the educational design and development of the "HyperMOOC," a hybrid MOOC that utilizes the DigCompEdu framework to develop teachers' digital competence in certain areas identified as needing improvement. The proposed educational design is based on a collaborative approach that leverages existing frameworks and models, including UDL, HyperDocs, and the SAMR model, to provide valuable insights on how to design and develop MOOCs for effective teacher professional development on digital competences.

Leveraging meaningful learning for technology-enhanced language instruction

Eleni Korosidou, Tharrenos Bratitsis — Fri, 01 Dec 2023 00:00:00 GTB Standard Time

Meaningful learning is a process realized to provide gaining in-depth knowledge by associating existing with new knowledge. In the light of meaningful learning, incorporating a number of features into the learning environment, such as active learning or collaborative learning, engaging in meaningful discussions and activities as well as providing opportunities for reflection are of pivotal importance. In this current study, researchers aimed at developing a context of meaningful learning by employing the principles governing the Reference Framework of Competencies for a Democratic Culture (www.coe.int/rfcdc) and by extension, the pedagogical principles of the Digital Destiny program (https://www.digitaldestiny.eu/), during the implementation of a pilot program in primary education. A number of activities were designed which aimed to boost language learning in a technology-enhanced environment through: 1) societal issues, 2) interaction, 3) design thinking, 4) participation in meaning-making processes, 5) reflection and evaluation. Special focus was placed on the development of participants’ writing skills. The results of the study draw on data collected from pre- and post-test and the teacher/ researcher’s journal. It is indicated that the pilot intervention had a significant impact on young learners’ writing performance, while their critical and thinking strategies were enhanced through interaction and dialogue on societal issues.

3D pens, stereometry, and primary school students: Results of a project

Emmanuel Fokides, Zoopigi Magkafa — Fri, 01 Dec 2023 00:00:00 GTB Standard Time

Students face quite a lot of problems in understanding concepts related to stereometry. 3D pens can be used in the teaching of a variety of subjects, providing better visualization of abstract concepts, while offering hands-on experiences to students. In light of the above, a project was implemented the objective of which was to examine whether 3D pens have an impact on students' learning of stereometry-related concepts. The target group was fifty primary school students aged 10 to 12. A within-subjects research design with two treatments was followed, meaning that the same students used two tools, namely 3D pens and conventional materials. It was found that, indeed, 3D pens can produce better learning outcomes compared to conventional materials. In addition, their impact on students' enjoyment while learning and on their motivation to learn was also positive, although they were harder to use than conventional materials. While the above results provide evidence for the educational value of 3D pens, further research is needed to find methods of integrating them into teaching and exploiting their educational potential.