Abstract Online learning and its practical implementation in the area of secondary education, is the main purpose of this master thesis. Web technologies, broadband connections and the existence of full equipped computer labs, provide schools the potentiality of using distance education methods and collaborative learning activities, as a complement to traditional education. Online learning has influenced the educational practices, shifting learning center from tutor towards the learner. Contemporary pedagogic trends emphasize personal learning styles, promoting self-directed learning, critical thinking, argumentative dialog and collaborative construction of knowledge. The goal of this study is to examine the principles of online education and investigate the factors and techniques contributing to its successful conduct. It focuses on the communication and interactive tools, provided by the platforms of synchronous and asynchronous learning, creating the conditions for collaborative learning. Centra 7TM for real time collaboration and Moodle 1.8.3 for any time any place learning, are used for the creation of the virtual classroom. The application of a model of blended learning, that combines traditional learning in the classroom and the web environment for online - offline communication and collaboration, is analyzed and tested in real conditions. The students for a five weeks period attend lessons in school using web environment and collaborate in groups writing project works, starting in class and continuing in any time any place, and at the end complete a questionnaire for the evaluation and assessment of the technical environment, the quality of the presentation, the degree of group collaboration and the method of blended learning. The analysis of questionnaire results shows the positive attitude of students and the wide acceptance of the model of blended learning that was applied. The students agree that the use of online learning technologies seated the learning most interesting and effective, even if it requires from their part more work and effort. The environment of the virtual classroom and the tools of communication were evaluated as functional and effective, and existed satisfaction from the possibility they offered to the students of working with their own pace. The students judged satisfactory and useful the collaboration both with the instructor and their peers and they declared satisfied from the quality of provided instructive material, which they evaluated as relative and useful for the development of their work. Finally, expressing their total satisfaction from the model of blended learning, they declared that they would wish they were taught with the same way and the remainder courses.
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Κύρια Αρχεία Διατριβής
Διαδικτυακή εξ αποστάσεως εκπαίδευση σε περιβάλλον συνεργατικής μάθησης : μελέτη περίπτωσης στο μάθημα των θρησκευτικών της Β' λυκείου - Identifier: 147776
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