Εκπαίδευση από απόσταση εκπαιδευτικών μέσης εκπαίδευσης από το ΙΕΠ με τη χρήση των νέων τεχνολογιών επικοινωνίας και πληροφορικής και μέτρηση της ικανοποίησης αυτών.
Educational training of secondary school teachers by Institute of Education Policy(IEP) through the use of new communication and information technologies and measuring their satisfaction. (Αγγλική)
Distance Learning Education | Distance Education | Internet
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List of Tables
Table 1.1 Generations of Distance Learning Technologies
Table 1.2 Model for the implementation of distance learning programs (IDE)
Table 1.3:Model for the implementation of distance learning programs (IDE)
Table 5.1: Scale Relability Statistics
Table 5.6.1:Frequencies and percentages of responses to Question 1
Table 5.6.2:Frequencies and percentages of responses to Question 2
Table 5.6.3:Frequencies and percentages of responses to Question 3
Table 5.6.4:Frequencies and percentages of responses to Question 4
Table 5.6.5:Frequencies and percentages of responses to Question 5
Table 5.6.6:Frequencies and percentages of responses to Question 6
Table 5.6.7: Frequencies and percentages of responses to Question 7
Table 5.6.8: Frequencies and percentages of responses to Question 8
Table 5.6.9: Frequencies and percentages of responses to Question 9
Table 5.6.10: Frequencies and percentages of responses to the Question 10
Table 5.6.11: Frequencies and percentages of responses to the Question 11
Table 5.6.12: Frequencies and percentages of responses to the Question 11
Table 5.6.13: Frequencies and percentages of responses to the Question 13
Table 5.6.14: Frequencies and percentages of responses to the Question 14
Table 5.6.15: Frequencies and percentages of responses to the Question 15
Table 5.6.16: Frequencies and percentages of responses to the Question 16
Table 5.6.17: Frequencies and percentages of responses to the Question 17
Table 5.6.18: Frequencies and percentages of responses to the Question 18
Table 5.6.19: Frequencies and percentages of responses to the Question 19
Table 5.6.20: Frequencies and percentages of responses to the Question 20
Table 5.6.21: Frequencies and percentages of responses to the Question 21
Table5.6.22: Frequencies and percentages of responses to the Question 22
Table 5.6.23: Frequencies and percentages of responses to the Question 23
Table 5.6.24: Frequencies and percentages of responses to the Question 24
Table 5.6.25: Frequencies and percentages of responses to the Question 25
Table 5.6.26: Frequencies and percentages of responses to the Question 26
Table 5.6.30: Frequencies and percentages of responses to the Question 30
Table 5.6.27: Frequencies and percentages of responses to the Question 27
Table 5.6.31: Frequencies and percentages of responses to the Question 31
Table 5.6.28: Frequencies and percentages of responses to the Question 28
Table 5.6.32: Frequencies and percentages of responses to the Question 32
Table 5.6.29: Frequencies and percentages of responses to the Question 29
Table 5.6.33: Frequencies and percentages of responses to the Question 33
Table 5.6.34: Frequencies and percentages of responses to the Question 34
Table 5.6.35: Frequencies and percentages of responses to the Question 35
Table 5.6.36: Frequencies and percentages of responses to the Question 36
Table 5.6.37: Frequencies and percentages of responses to the Question 37
Table 5.6.38: Frequencies and percentages of responses to the Question 38
Table 5.6.39: Frequencies and percentages of responses to the Question 39
Table 5.6.40: Frequencies and percentages of responses to the Question 40
Table 5.6.41: Frequencies and percentages of responses to the Question 41
Table 5.6.42: Frequencies and percentages of responses to the Question 42
Table 5.6.43: Frequencies and percentages of responses to the Question 43
Table 5.6.44: Frequencies and percentages of responses to the Question 44
Table 5.6.45: Frequencies and percentages of responses to the Question 45
Table 5.6.46: Frequencies and percentages of responses to the Question 46
Table 5.6.47: Frequencies and percentages of responses to the Question 47
Table 5.6.48: Frequencies and percentages of responses to the Question 48
Table 5.6.49: Frequencies and percentages of responses to the Question 49
Table 5.6.50: Frequencies and percentages of responses to the Question 50
Table 5.6.51: Frequencies and percentages of responses to the Question 51
Table 5.6.52: Frequencies and percentages of responses to the Question 52
Table 5.6.53: Frequencies and percentages of responses to the Question 53
Table 5.6.54: Frequencies and percentages of responses to the Question 54
Table 5.6.55: Frequencies and percentages of responses to the Question 55
Table 5.6.56: Frequencies and percentages of responses to the Question 56
Table 5.7.1: Mean & Standard Deviation of questions from Q8 to Q24
Table 5.7.2: Mann-Whitney U statistical analysis from Q8 to Q24 by Gender
Table 5.7.3: Mann-Whitney U statistical analysis from Q8 to Q24 by working relationship
Table 5.7.4: Mann-Whitney U statistical analysis from Q8 to Q24 by educational sector
Table 5.7.5: Kruskal-Wallis statistical analysis from Q8 to Q24 by Aging group
Table 5.7.6: Pairwise comparisons per aging group
Table 5.7.7: Kruskal-Wallis statistical analysis from Q8 to Q24 by education level
Table 5.7.8: Pairwise comparisons per educational level
Table 5.7.9: Kruskal-Wallis statistical analysis from Q8 to Q24 by years of experience
Table 5.7.10: Pairwise comparisons per years of experience
Table 5.7.11 Kruskal-Wallis statistical analysis from Q8 to Q24 by prefecture of Greece
Table 5.7.12: Mean & Standard Deviation of questions from Q25 to Q48
Table 5.7.13: Mann-Whitney U statistical analysis from Q25 to Q48 by Gender
Table 5.7.14: Mann-Whitney U statistical analysis from Q25 to Q48 by Gender
Table 5.7.15: Mann-Whitney U statistical analysis from Q25 to Q48 by educational sector
Table 5.7.16: Kruskal-Wallis statistical analysis from Q25 to Q48 by aging group
Table 5.7.17: Kruskal-Wallis statistical analysis from Q25 to Q48 by educational level
Table 5.7.18: Pairwise comparisons per educational level
Table 5.7.19: Kruskal-Wallis statistical analysis from Q25 to Q48 by years of experience
Table 5.7.20: Pairwise comparisons per years of experience
Table 5.7.21: Kruskal-Wallis statistical analysis from Q25 to Q48 by prefecture of Greece
Table 5.7.22: Mean & Standard Deviation of questions from Q49 to Q56
Table 5.7.23: Mann-Whitney U statistical analysis from Q49 to Q56 by Gender
Table 5.7.24: Mann-Whitney U statistical analysis from Q49 to Q56 by working relationship
Table 5.7.25: Mann-Whitney U statistical analysis from Q49 to Q56 by educational sector
Table 5.7.26: Kruskal-Wallis statistical analysis from Q49 to Q56 by aging group
Table .5.7.27: Pairwise comparisons per aging group
Table 5.7.28: Kruskal-Wallis statistical analysis from Q49 to Q56 by educational level
Table 5.7.29: Kruskal-Wallis statistical analysis from Q49 to Q56 by years of experience
Table 5.7.30: Kruskal-Wallis statistical analysis from Q49 to Q56 by prefecture of Greece
List of Figures
Figure 1: Class Central MOOC Report
Figure 2 Model for the design/development of educational actions in the DLE
Figure 3: Adoption of Internet education in relation to time
Figure 4: Raosoft picture
Figure 5: Pie chart of percentage of participating teachers by gender
Figure 6: Bar chart of percentages of participating teachers by aging group
Figure 7: Bar chart showing the percentage of participating employers by geographical region to which the enterprise belongs
Figure 8: Bar chart of percentages of participating teachers by highest level of formal education
Figure 9: Bar chart of percentages of participating teachers by years of experience
Figure 10: Bar chart of percentage of participating teachers by employment relationship
Figure 11: Bar chart of percentage of participating teachers by employment relationship
Figure 12: Bar chart of response rates to Question 8 "Was learning the distance learning system easy for me?"
Figure 13: Bar chart of response rates to Question 9 «Before the distance learning started, I thought that I would only be able to use the required tools if someone could help me directly if I ever had a problem.»
Figure 14: Bar chart of response rates to Question 10 «Before the distance learning started, I thought that I would only be able to use the required tools if someone showed them to me. »
Figure 15: Bar chart of response rates to Question 11 « When I attend distance learning courses, I expect to be able to respond effectively to them. »
Figure 16: Bar chart of response rates to Question 12 « I have a lot of problems with the way my courses are conducted (i.e., distance learning)»
Figure 17: Bar chart of response rates to Question 13 « The difficulties encountered during the distance learning were: unfamiliarity with the e-learning software.»
Figure 18: Bar chart of response rates to Question 14 « The difficulties you encountered during the distance learning were: Technical problems connecting to the e-learning platform.»
Figure 19: Bar chart of response rates to Question 15 « The difficulties you encountered during the distance learning were: Problems of understanding difficulties in understanding the learning material.»
Figure 20: Bar chart of response rates to Question 16 «The difficulties you encountered during the distance learning were: Problems in communicating with the teacher.»
Figure 21: Bar chart of response rates to Question 17 « The difficulties you encountered during the distance learning were: There were difficulties during the course.»
Figure 22: Bar chart of response rates to Question 18 « How often do you use the following digital services in your daily life? email.»
Figure 23: Bar chart of response rates to Question 19 « How often do you use the following digital services in your daily life? Internet navigation.»
Figure 24: Bar chart of response rates to Question 20 « How often do you use the following digital services in your daily life? Text Editing (Word).»
Figure 25: Bar chart of response rates to Question 21 « How often do you use the following digital services in your daily life? creating presentations(PowerPoint).»
Figure 26: Bar chart of response rates to Question 22 « How often do you use the following digital services in your daily life? Spreadsheets (Excel).»
Figure 27: Bar chart of response rates to Question 23 « How often do you use the following digital services in your daily life? Social Media (Facebook, Instagram, etc. ).»
Figure 28: Bar chart of response rates to Question 24 « How often do you use the following digital services in your daily life? Games, Entertainment.»
Figure 29: Bar chart of response rates to Question 25 « Interaction between learners is more difficult in distance learning.»
Figure 30: Bar chart of response rates to Question 26: «I believe that the distance learning system increases my learning effectiveness.»
Figure 31: Bar chart of response rates to Question 30: « I believe that face-to-face training increases my learning effectiveness.»
Figure 32: Bar chart of response rates to Question 27: «I believe that distance learning increases my motivation to learn.»
Figure 33: Bar chart of response rates to Question 31: «I believe that distance learning increases my motivation to learn.»
Figure 34: Bar chart of response rates to Question 28: «I believe that distance learning makes it easier to access the content of the courses I attend»
Figure 35: Bar chart of response rates to Question 32: « I believe that face-to-face training makes it easier to access the content of the courses I attend.»
Figure 36: Bar chart of response rates to Question 29: «I believe that distance learning effectively supports the educational process.»
Figure 37: Bar chart of response rates to Question Q33: I believe that face-to-face training effectively supports the educational process.
Figure 38: Bar chart of response rates to Question Q34: I intend to use the tools of distance learning on a regular basis even if things revert to their previous state.
Figure 39: Bar chart of response rates to Question Q35 During the distance learning process, the trainers in my department, on average, highlight the main points and concepts of each lecture
Figure 40: Bar chart of response rates to Question Q36: During the distance learning process, the trainers in my department, on average, present the various information clearly.
Figure 41: Bar chart of response rates to Question Q37: During the distance learning process, the trainers in my department, on average, accept and encourage questions and comments from the trainees
Figure 42: Bar chart of response rates to Question Q38: In the process of distance learning, the trainers in my department, on average, push the trainees to learn.
Figure 43: Bar chart of response rates to Question Q39: In the process of distance learning, the trainers in my department, on average, are competent in using the technology that supports distance learning.
Figure 44: Bar chart of response rates to Question Q40: In the process of distance learning, the trainers in my department, on average, are capable to conduct courses at a distance.
Figure 45: Bar chart of response rates to Question Q41: From your general and specific experience and knowledge to what extent do you think that teacher training programs meet the needs of education today?
Figure 46: Bar chart of response rates to Question Q42: : Do you agree with the view that distance learning lags far behind face-to-face training? Yes, because the course needs personal contact
Figure 47: Bar chart of response rates to Question Q43: Do you agree with the view that distance learning lags far behind face-to-face training? No, because face-to-face contact does not affect education
Figure 48: Bar chart of response rates to Question Q44: Do you agree with the view that distance learning lags far behind face-to-face training? No, because face-to-face contact does not affect education
Figure 49: Bar chart of response rates to Question Q45: Do you find that distance learning facilitates the formulation of questions? Yes, I feel more intimate with the professor
Figure 50: Bar chart of response rates to Question Q46: Do you find that distance learning facilitates the formulation of questions? I formulate questions to the same extent as before.
Figure 51: Bar chart of response rates to Question Q47: Do you find that distance learning facilitates the formulation of questions? No, I find it more difficult
Figure 52: Bar chart of response rates to Question Q48: The distance learning system enables me to expand my knowledge / learn more
Figure 53: Bar chart of response rates to Question Q49: The distance learning system improves my learning performance.
Figure 54: Bar chart of response rates to Question Q50: Distance learning makes me feel very satisfied.
Figure 55: Bar chart of response rates to Question Q51: If I had the opportunity to attend future courses via distance learning (even after the end of the pandemic), I would gladly do so
Figure 56: Bar chart of response rates to Question Q52: Taking online courses allows me to attend classes that I would otherwise miss.
Figure 57: Bar chart of response rates to Question Q53: Taking the online courses will allow me to complete my training more quickly.
Figure 58: Bar chart of response rates to Question Q54: Taking online courses has helped me save a lot of time because there is no commuting.
Figure 59: Bar chart of response rates to Question Q55: Taking online courses has more advantages than disadvantages.
Figure 60: Bar chart of response rates to Question Q56: Overall, how satisfied are you with distance learning?
Όταν οι εκπαιδευτικοί της πρωτοβάθμιας και τη δευτεροβάθμιας εκπαίδευσης επιθυμούν να παρακολουθήσουν ένα τυπικό πρόγραμμα εκπαίδευσης ή επιμόρφωσης σύμφωνα με την ειδικότητά τους και σε σχέση με τα διδακτικά τους καθήκοντα πρέπει να ξεπεράσουν κάποιες σημαντικές δυσκολίες. Με την εμφάνιση της πανδημίας η δυσκολία αυτή ήταν ανυπέρβλητη. Αντικείμενο της παρούσας εργασίας είναι η μελέτη περίπτωσης της εξ αποστάσεως εκπαίδευσης (ΕξΑΕ) που παρέχει το ΙΕΠ στους εκπαιδευτικούς πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης και διερευνά την ευκολία χρήσης στις Τεχνολογίες Πληροφορίας και Επικοινωνίας (ΤΠΕ), τη γνώμη που έχουν για την εκ αποστάσεως εκπαίδευση σε σχέση με την διά ζώσης και το βαθμό ικανοποίησης τους από την παρασχεθείσα εκπαίδευση. Με την εμφάνιση της πανδημίας όπου κατέστη αναγκαίο για να συνεχιστεί η εκπαίδευση εξ αποστάσεως αλλά και του αιτήματος των εκπαιδευτικών όλης της χώρας για εκπαίδευση, η ΕξΑΕ έχει ήδη δοκιμαστεί και έχει ανταποκριθεί πολύ καλά. Οι τεχνολογίες ΤΠΕ δίνουν λύσεις σε ένα πλήθος από προβλήματα που έχουν σχέση με την απόσταση και το χρόνο, έχοντας αναβαθμίσει σημαντικά τις μεθόδους και τις πρακτικές απόκτησης γνώσεων και διά βίου εκπαίδευσης καθώς και την καλλιέργεια των δεξιοτήτων του ανθρώπινου δυναμικού. Η εκπαίδευση ενηλίκων και η δια βίου μάθηση µε τη χρήση των ΤΠΕ είναι μια ευέλικτη μέθοδος εξ αποστάσεως εκπαίδευσης, αφού επιτρέπει την σύγχρονη επικοινωνία μεταξύ εκπαιδευτών και εκπαιδευομένων και ενισχύει την αυτονομία τους. Η διεξαχθείσα έρευνα πεδίου η οποία ενισχύει το αίτημα της εκπαιδευτικής κοινότητας για διαρκή εκπαίδευση, ανεξαρτήτως της βαθμίδας και του μεγέθους των σχολικών μονάδων, της απόστασης αυτών από το κέντρο αλλά και της πολυπλοκότητας του αριθμού των διαφορετικών ειδικοτήτων των εκπαιδευτικών αποτελεί το σημαντικό μέρος της παρούσης. Η προθυμία των εκπαιδευτικών να συμμετάσχουν σε ένα πρόγραμμα εξ Αποστάσεως Εκπαίδευσης σαφώς επιβεβαιώνεται. Τα συμπεράσματα της εργασίας δίνουν κατευθύνσεις για τις πολιτικές σχεδιασμού και εφαρμογής της εξ Αποστάσεως Εκπαίδευσης στην εκπαιδευτική κοινότητα είτε από το ΥΠΑΙΘ είτε από το ΙΕΠ είτε ακόμη και από άλλους φορείς, τις δυσκολίες και τα πιθανά προβλήματα που θα προκύψουν και το καλύτερο συνδυασμό μεθόδων για την παροχή αναβαθμισμένης και ποιοτικότερης εκπαίδευσης.
Primary and secondary school teachers often face considerable difficulties when wishing to follow a formal training or in-service training program relevant to their subject area in relation to their teaching duties. With the emergence of the pandemic this difficulty was insurmountable. The aim of this thesis is to critically assess the potential and advantages of Distance Learning Education (DLE) in the educational community through the use of Information and Communication Technologies and, in particular, the World Wide Web (Internet). Due to the necessity and the demand for training of teachers in schools throughout the country, DLE has already gained considerable ground. New technologies, and in particular the Internet applications, provide solutions to a number of problems related to distance and time, upgrading methods and practices for acquiring knowledge and developing human resources skills. Vocational training and lifelong learning using the Internet is a flexible method of distance learning, since it enhances the autonomy of learners and allows direct communication between trainers and learners. An important part of this study is the field research which confirms the demand of the educational community for lifelong learning, regardless of the level and size of the school units, their distance from the center and the complexity of the number of different teacher specializations. The willingness of prospective teachers to participate in a distance learning program is clearly overwhelmed. The conclusions of the study provide guidance on policies for the design and implementation of distance learning in the education community, the potential problems that will arise and the optimal combination of methods to deliver higher quality education.
Εκπαίδευση από απόσταση εκπαιδευτικών μέσης εκπαίδευσης από το ΙΕΠ με τη χρήση των νέων τεχνολογιών επικοινωνίας και πληροφορικής και μέτρηση της ικανοποίησης αυτών. Περιγραφή: 134480_ΧΡΙΣΤΟΔΟΥΛΑΚΗΣ_ΓΕΩΡΓΙΟΣ.pdf (pdf)
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Εκπαίδευση από απόσταση εκπαιδευτικών μέσης εκπαίδευσης από το ΙΕΠ με τη χρήση των νέων τεχνολογιών επικοινωνίας και πληροφορικής και μέτρηση της ικανοποίησης αυτών. - Identifier: 172074
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Εκπαίδευση από απόσταση εκπαιδευτικών μέσης εκπαίδευσης από το ΙΕΠ με τη χρήση των νέων τεχνολογιών επικοινωνίας και πληροφορικής και μέτρηση της ικανοποίησης αυτών.