University Pedagogy in Greece: Pedagogical Needs of Greek Academics from Ionian University

Rotidi, Georgia; Kedraka, Katerina; Frementiti, Efrossini-Maria; Kaltsidis, Christos

doi:10.1007/978-3-030-36126-6_81

“…Nevertheless, recent data (Karalis and Raikou, 2020;Kedraka and Kaltsidis, 2020) suggest that, beyond several concerns students had, it could have a lasting and beneficial impact on educational learning acting as a catalyst for change. It seems thus, that for Greek Universities which are characterized by a slow pace of change, and still in most cases use lecture-based approaches in teaching (Kedraka, 2016;Rotidi et al, 2020), the effect of COVID-19 pandemic, offered an excellent opportunity -and at the same time a challenge-to move towards digitization. We cannot ignore, though, that the sudden introduction of distance learning has brought out several issues regarding aspects of e-learning, especially those connected to emotions and attitudes.…”

Section: Discussionmentioning

confidence: 99%

Teaching in Times of COVID-19 Pandemic in Two Peripheral Greek Universities: Lessons Learned from Students’ Experiences and Opinions

Ράικου¹,

Kaltsidis²,

Kedraka³

et al. 2020

RJE

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COVID-19 pandemic has affected many aspects of social and economic life, including the educational sector. While each level of education faces its unique challenges, for the Higher Education the pandemic may act as the catalyst triggering a learning revolution. In the current study, which took place in April-May 2020, in the middle of lockdown in Greece, students from two regional Universities in Greece who participated pointed out that the Covid-19 pandemic disturbed their studies, even though their institutions managed to turn very quickly and successfully to distance learning. Despite the fact they are both old enough to handle the online work and technologically savvy enough to navigate new, digital tools and methods, a lot of anxiety, doubts and concerns arose. The main finding is that Greek students found it difficult to handle the lack of the everyday campus life and interaction with their fellow students and teachers, a lesson learnt for faculty to add pedagogically interactive tools, experiences, and ideas to stimulate students’ learning engagement.

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“…These two components are in fact key elements for faculty good preparation, which was previously rated as the most important element of good teaching. In a Greek case study of academics from the Ionian University (Rotidi, Kedraka, Frementiti & Kaltsidis, 2020) the majority of the sample also recognized the need to provide teaching training at faculty and suggested that their teaching development should include training in the development of communication skills and the utilization of new technologies.…”

Section: Discussionmentioning

confidence: 99%

Exploring faculty learning needs towards their teaching development in two Greek universities

Orfanidou¹

2021

Proceedings of ‏The 3rd International Conference on Teaching, Learning and Education

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In this paper we present the results of the first study conducted in Greece aiming to identify faculty learning needs associated with the development of their teaching practices. Following the foundation of the Hellenic University Pedagogy Network, Teaching and Learning in Higher Education started to emerge as a new research field in Greece. Two peripheral Greek Universities, namely the Democritus University of Thrace and the University of Patras established Centres for Teaching and Learning, the very first structures in Greece for the promotion of teaching practices for faculty. The study presented hereafter was conducted in the universities at the beginning of the academic year 2020-2021 and was funded by European Union (National Strategic Reference Framework). The main elements of the study include the investigation of certain dimensions of the role of academics and the registration and analysis of their educational needs towards the amelioration of their teaching practices. More specifically, issues explored include teaching methods and techniques used by academics in their everyday practice, the degree of integration of new technologies in their teaching, the possible needs for differentiation of their practices and the degree of responding to their students' needs. In this paper, we will present the results and conclusions for some of the mentioned elements mainly those related to the preferred topics of training by the participants, their views about teaching and professional development and the elements they believe that constitute a "good" teaching.

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“…Nevertheless, recent data (Karalis & Raikou, 2020; suggest that, beyond several concerns students had, it could have a lasting and beneficial impact on educational learning acting as a catalyst for change. It seems thus, that for Greek Universities which are characterized by a slow pace of change, and still in most cases use lecture-based approaches in teaching (Kedraka, 2016;Rotidi, Kedraka, Frementiti, & Kaltsidis, 2020), the effect of COVID-19 pandemic, offered an excellent opportunity -and at the same time a challenge-to move towards digitization. We cannot ignore, though, that the sudden introduction of distance learning has brought out several issues regarding aspects of e-learning, especially those connected to emotions and attitudes.…”

Section: Discussionmentioning

confidence: 99%

Teaching in Times of COVID-19 Pandemic in Two Peripheral Greek Universities: Lessons Learned from Students’ Experiences and Opinions

Ράικου

¹

,

Kaltsidis

²

,

Kedraka

³

et al. 2020

2641-533X

Self Cite

0

View full text Add to dashboard Cite

COVID-19 pandemic has affected many aspects of social and economic life, including the educational sector. While each level of education faces its unique challenges, for the Higher Education the pandemic may act as the catalyst triggering a learning revolution. In the current study, which took place in April-May 2020, in the middle of lockdown in Greece, students from two regional Universities in Greece who participated pointed out that the Covid-19 pandemic disturbed their studies, even though their institutions managed to turn very quickly and successfully to distance learning. Despite the fact they are both old enough to handle the online work and technologically savvy enough to navigate new, digital tools and methods, a lot of anxiety, doubts and concerns arose. The main finding is that Greek students found it difficult to handle the lack of the everyday campus life and interaction with their fellow students and teachers, a lesson learnt for faculty to add pedagogically interactive tools, experiences, and ideas to stimulate students‟ learning engagement.

show abstract

University Pedagogy in Greece: Pedagogical Needs of Greek Academics from Ionian University

Cited by 9 publications

References 11 publications

Teaching in Times of COVID-19 Pandemic in Two Peripheral Greek Universities: Lessons Learned from Students’ Experiences and Opinions

Teaching in Times of COVID-19 Pandemic in Two Peripheral Greek Universities: Lessons Learned from Students’ Experiences and Opinions

Exploring faculty learning needs towards their teaching development in two Greek universities

Teaching in Times of COVID-19 Pandemic in Two Peripheral Greek Universities: Lessons Learned from Students’ Experiences and Opinions

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