Integrating Adults’ Characteristics and the Requirements for Their Effective Learning in an e-Learning Environment

Korres, Maria Pavlis; Karalis, Thanassis; Leftheriotou, Piera; Barriocanal, Elena García

doi:10.1007/978-3-642-04757-2_61

Cited by 14 publications

(2 citation statements)

References 13 publications

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“…The overall assessment of the course that took place in the last teaching session was very encouraging regarding the implementation of the evaluation project in both semesters of the two courses since all 94 student participants stated that they would recommend attending these courses to new students. It is worth noting that the open question, about why the course would be recommended, was answered by all students and the thematic analysis indicated the agreement of their views with the relevant literature on effective adult learning as the main reasons mentioned were content selection, instructor, and educational process (Brookfield, 1995;Rogers & Horrocks, 2010;Pavlis Korres, Karalis, Leftheriotou, & García Barriocanal, 2009;Jaques & Salmon, 2007). The students stressed their satisfaction with their active participation and the freedom to interact within the course, as well as the fact that they could freely express their views without fear of making a mistake.…”

Section: Evaluation At the End Of The Semestermentioning

confidence: 97%

Integrating Evaluation as a Componential Element in the Development of the Course: The Case of Two Courses in the Faculty of Education (AUTH) during the Pandemic

Korres

2021

JETS

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Evaluation, as a process, can positively contribute to the formation of better educational experiences for both instructors and students, as well as lay the foundations for the development of an evaluation culture in student participants. This article sets out to present the evaluation process carried out in two online courses at Aristotle University of Thessaloniki (AUTH) during the pandemic period, how it has constituted an integral component of each course and in what ways it has contributed to the students’ active participation in the development of the courses. To evaluate the courses, communication and collaborative online tools were used, through which students’ views were systematically recorded throughout the semester within the framework of the formative evaluation. The data analysis has been conducted mainly in the light of thematic analysis and according to the findings, students have stated their satisfaction about their active involvement in setting up the course as well as the fact that their voice has been heard and taken into account by the instructor, both in terms of content modulation and the educational process itself.

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Section: Evaluation At the End Of The Semestermentioning

confidence: 97%

Integrating Evaluation as a Componential Element in the Development of the Course: The Case of Two Courses in the Faculty of Education (AUTH) during the Pandemic

Korres

2021

JETS

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“…The TD theory focuses on the types of discussion and interaction that are of use in such circumstances [45]. Currently, many researchers employ this theory (TD) to analyse distance education [46]- [48] and many others focus on the immediacy (or lack thereof) in distance education [31], [49]- [51]. TD theory is closely related to the concept of teacher immediacy because it explores the level of dialogue between the teacher and the student.…”

Section: Introductionmentioning

confidence: 99%

Essential Considerations in Distance Education in KSA: Teacher Immediacy in a Virtual Teaching and Learning Environment

Ghamdi¹,

Samarji²,

Watt³

2016

IJIET

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Abstract-Teacher immediacy (verbal and non-verbal)remains an important factor towards prompting efficient pedagogical approaches. Whilst teacher immediacy in a classroom setting is important, there is growing awareness about the importance of the construct in a virtual setting as education shifts from explicit conventional face-to-face teaching and learning to a blended environment which includes distance education. This paper attempts to generate some understandings about the correlation between teacher immediacy, both verbal and non-verbal, and students' active participation and satisfaction in a distance education learning environment. This paper considers, in a preliminary research framework, a Saudi university which offers a range of distance education courses as an initial cohort from which to generate such understandings. Students' opinions, perceptions, and reported satisfaction were captured through utilising a structured questionnaire completed by 413 participants, enrolled in a variety of distance education courses offered by the aforementioned university. This study found that there was significant correlation between the overall adopted teacher immediacy (verbal and non-verbal) and students' overall online participation and satisfaction in the investigated distance education courses. In terms of gender differences, male participants have higher willingness to participate than female participants within the perceived immediacy behaviours. On the other hand, female participants were more satisfied in terms of communication than male participants within the perceived "e-immediacy" behaviours. These results serve as a prompt for further research on teacher immediacy in the rapidly developing and increasing virtual education domain in a global and connected world.Index Terms-Distance education, teacher immediacy, e-immediacy, verbal immediacy, non-verbal immediacy, students' satisfaction, students' online participation, students' communication satisfaction. I. INTRODUCTIONTeacher immediacy has been a topic of research and interest in conventional (face-to-face) classroom settings. Teacher immediacy-both verbal and non-verbal-focuses mainly on creating a close collaborative communicative environment, where immediacy as a term is defined as ‗the relationship between the speaker and the objects he or she communicates about' [1]. A number of scholars perceived teacher immediacy as the reduction of psychological or [5]. Recent research reported that university lecturers who employ immediacy -including lecturers' warmth and approachability-in their teaching and learning practice experience an increased level of students' participation and enjoy a greater ‗breadth' of such participation [5] In a digital and internationalised 21 st century, universities strive to reposition themselves into offering distance education [6]. In a virtual learning environment, physical separation is one of the characteristics of distance education. Regardless of the advantages physical separation might bring about (flexibility, sav...

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The use of ICT during lockdown in higher education and the effects on university instructors

Krassadaki¹,

Stelios²,

Vasilis³

et al. 2022

Heliyon

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Integrating Adults’ Characteristics and the Requirements for Their Effective Learning in an e-Learning Environment

Cited by 14 publications

References 13 publications

Integrating Evaluation as a Componential Element in the Development of the Course: The Case of Two Courses in the Faculty of Education (AUTH) during the Pandemic

Integrating Evaluation as a Componential Element in the Development of the Course: The Case of Two Courses in the Faculty of Education (AUTH) during the Pandemic

Essential Considerations in Distance Education in KSA: Teacher Immediacy in a Virtual Teaching and Learning Environment

The use of ICT during lockdown in higher education and the effects on university instructors

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