Building Interaction in Adults' Online Courses

Korre, Maria Pavli; Leftheriotou, Piera

doi:10.4018/978-1-4666-9582-5.ch008

Cited by 13 publications

(2 citation statements)

References 28 publications

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“…Interaction is an important element that reinforces the positive attitude towards distance education and when this is achieved the learners are satisfied (Pavlis-Korres & Leftheriotou, 2016). In this frame, the teachers through the discussion forum interacted asynchronously.…”

Section: • Teachers and Teachersmentioning

confidence: 99%

Follow-Up: A Neglected Experiential Process within a Transformational Learning Community for Teachers as Adult Learners during the Pandemic

Tzovla¹,

Kedraka²

2023

Haea

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This article refers to an effort to transform the views and attitudes of a group of teachers, who participated in a distance professional development program during the pandemic period, which was about the use of digital educational content in the teaching practice. The program adopted in its design and implementation elements from different models of professional development taking into account the educational needs of the participants as they had been expressed in relevant research that had preceded it. In terms of methodology, Mezirow's 10 steps of transformation were followed. The results showed a transformation of the perceptions and attitudes of the participants regarding the utilization of digital educational content in educational practice.

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Section: • Teachers and Teachersmentioning

confidence: 99%

Follow-Up: A Neglected Experiential Process within a Transformational Learning Community for Teachers as Adult Learners during the Pandemic

Tzovla¹,

Kedraka²

2023

Haea

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“…These programmes are primarily aimed at improving the quality of teachers' teaching skills and providing theoretical knowledge in the field of adult education. Some of these programmes are conducted remotely, with a combination of synchronous and asynchronous on line learning (Pavlis-Korres & Leftheriotou, 2016). Others are conducted face-to-face (Sork & Newman, 2004), while some combine some distance and some face-to-face hours (Ranieri, Giampaolo & Bruni, 2019).…”

Section: Introductionmentioning

confidence: 99%

Planning and Implementation of an Educational Programme for Adult Educators’ Training: The Case Study of a 25-hour Distance and Face-to-Face Programme

Koutsoukos,

Mavropoulou,

Antonopoulou

et al. 2024

Preprint

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This article outlines the planning and implementation of a 25-hour adult educator training programme conducted at the American Farm School (AFS) in April-May 2024. The programme, entitled "Basic Principles and Teaching Methodology of Adult Education," used a combination of distance and face-to-face instruction. The target group was active adult educators and employees of this educational organisation. The programme was designed to encourage active participation and the use of experiential learning techniques in all individual modules. The participants in the programme stated that the most important motives for their participation in the training process were the acquisition of practical skills in teaching methodology, the preparation for the adult educator certification examinations, the broadening of theoretical knowledge in the field of adult education, obtaining the certificate of attendance to enrich their CVs and widening their circle of acquaintances. The trainees were enthusiastic about all the individual modules of the programme and their expectations were largely met. However, they did express a desire for more hours of face-to-face training.

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Exploring the Impact of ICT on Higher Education Teaching During COVID-19: Identifying Barriers and Opportunities Through Advanced Text Analysis on Instructors’ Experiences

Kyriakidis,

Zervoudakis,

Krassadaki

et al. 2024

J Knowl Econ

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Building Interaction in Adults' Online Courses

Cited by 13 publications

References 28 publications

Follow-Up: A Neglected Experiential Process within a Transformational Learning Community for Teachers as Adult Learners during the Pandemic

Follow-Up: A Neglected Experiential Process within a Transformational Learning Community for Teachers as Adult Learners during the Pandemic

Planning and Implementation of an Educational Programme for Adult Educators’ Training: The Case Study of a 25-hour Distance and Face-to-Face Programme

Exploring the Impact of ICT on Higher Education Teaching During COVID-19: Identifying Barriers and Opportunities Through Advanced Text Analysis on Instructors’ Experiences

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