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Comparative Evaluation of Internet Based Distance Education in the Greek Higher Technological Education during the per

Comparative Evaluation of Internet Based Distance Education in the Greek Higher Technological Education during the period 2007-2010 . D. Papachristos 1 , K. Alafodimos 1 , M. Kalogiannakis 2 , E. Zafeiri 1 , P. Kikilias 3

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Comparative Evaluation of Internet Based Distance Education in the Greek Higher Technological Education during the per

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  1. Comparative Evaluation of Internet Based Distance Education in the Greek Higher Technological Education during the period 2007-2010 D. Papachristos1, K. Alafodimos1, M. Kalogiannakis2, E. Zafeiri1, P. Kikilias3 1Department of Automation, School of Engineering, TEI of Piraeus, Piraeus, Greece 2University of Crete, Department of Preschool Education, Crete, Greece 3Department of Mathematics, TEI Piraeus, Piraeus, Greece Speaker: K. Alafodimos, Professor TEI of Piraeus TEI PIRAUES April 2010

  2. Structure of presentation • Introduction • Methodology Research • Results • Conclusions • References TEI PIRAUES April 2010

  3. Introduction(1-5) TEI PIRAUES April 2010

  4. Introduction (1) • Internet Based Distance Education (IBDE) expands education itself by allowing continuous renewal of educational materials and assisting in the individualized learning. TEI PIRAUES April 2010

  5. Introduction (2) • Exploring the use of Internet aims at nominating new forms of education (digital learning materials, interactive or not) that constitute specific priorities and formulate the necessary prerequisites for improving the teaching act and creating new educational communication networks through the Web. TEI PIRAUES April 2010

  6. Introduction (3) • In our current research work we create and implement a Framework of Research Systems which is based on overview of the scope of the Technological Educational Institutes (TEI) and the School of Pedagogical and Technological Education (ASPAITE) in Greece. TEI PIRAUES April 2010

  7. Introduction (4) • This research follows our previous research (2007) and constitutes a comparison between the current situation (2010) and the one in 2007 which regarding Internet Based Distance Education in the Greek Higher Technological Education. TEI PIRAUES April 2010

  8. Introduction (5) EDUCATIONAL SYSTEM OF GREECE PRIMARY EDUCATION SECONDARY EDUCATION NATIONAL EXAMS I.E.K. Professional & Vocational studies 2 years (HND degrees) H E I D G U H C E A R T I O N UNIVERITY Undergraduate studies: 4 , 5 ,6 years (B.Sc., B. Eng., B.A. degrees) Postgraduate studies: First Level (M.Sc. degrees) Second Level (Ph.d Degrees) T.E.I. Undergraduate studies: 4 years (B.Sc., B. Eng., B.A. degrees) Postgraduate studies : First Level (M.Sc. degrees) Labour TEI PIRAUES April 2010

  9. Methodological Research(1-9) TEI PIRAUES April 2010

  10. Methodological Research (1) • This research is a qualitative-thematic initially aiming at describing and then analyzing, interpreting and understanding events and situations. TEI PIRAUES April 2010

  11. Methodological Research (2) • The survey was conducted through the official websites of TEI and ASPAITE in two different periods in 2007 (October and November 2007) & 2010 (March 2010) and includes the following features (Characteristics): Characteristic: Χ1 Characteristic: Χ2 Characteristic: Χ3 ……………. Characteristic: Χn where n: the total number of features of this research. TEI PIRAUES April 2010

  12. Methodological Research (3) • To study and record the Internet Based Distance Education Systems, based on the relevant field bibliography, we developed the following 7 levels: TEI PIRAUES April 2010

  13. Methodological Research (4) • LEVEL I: Selection of Recording and Analysis Characteristics. • LEVEL II: Construction of Record Sheets (RS). • LEVEL III: Sampling Methodology. • LEVEL IV: Recording the characteristics of Internet Based Distance Education Systems. TEI PIRAUES April 2010

  14. Methodological Research (5) • LEVEL V: Qualitative analysis of data recorded in Recording Sheets. • LEVEL VI: Comparative Analysis. • LEVEL VII: Description - Analysis of research questions. TEI PIRAUES April 2010

  15. LEVEL 1 Structure of the profile of recording and analysis of the ResearchFramework of e-learning Systems TechnicalCharacteristics (TC) CharacteristicsofRecordingandAnalysisoftheResearchFramework Characteristics of the Educational Program (CEP) GeographicalCharacteristics (GC) Methodological Research (6) TEI PIRAUES April 2010

  16. Methodological Research (7) • Characteristics of the Educational Program (CEP): are the data related to the internal structure of the offered courses by Internet Based Distance Education Systems (regardless if it is a primary or supplementary course). The characteristics EP1-EP15 are recorded for the open courses since there is no access in closed courses. TEI PIRAUES April 2010

  17. Methodological Research (8) • Technical Characteristics (TC): are the characteristics of technology management of the educational program offered in Internet Based Distance Education. TEI PIRAUES April 2010

  18. Methodological Research (9) • Geographical Characteristics (GC): are characteristics that define geographically the applications systems of Internet Based Distance Education in TEI and ASPAITE. TEI PIRAUES April 2010

  19. Results(1-27) TEI PIRAUES April 2010

  20. Results (1) • In this presentation of the first mainly descriptive research findings, we will refer to the last level of analysis (VII). TEI PIRAUES April 2010

  21. Results (2) QUESTION-1: To what extent are the technical and educational possibilities of the e-learning systems used by the teachers? TEI PIRAUES April 2010

  22. Results (3) • A large number of institutions make significant use of the technical and educational opportunities that e-learning systems offer. • The educational material was found to be either repetitive or very poor. • The use of multimedia tools is recorded, even though it is still at a basic level without often using animation, video and educational software. TEI PIRAUES April 2010

  23. Results (4) QUESTION-2:Communication networks among the members of the educational community are established and what kind of networks are they? TEI PIRAUES April 2010

  24. Results (5) Registered Users (the recording is done only on e-class platforms) 1:2007 year (31924), 2:2010 year (83496). TEI PIRAUES April 2010

  25. Results (6) Total number of courses (undergraduate & postgraduate courses) 1:2007 year (3100), 2:2010 year (5022). TEI PIRAUES April 2010

  26. Results (7) Ratio of postgraduate courses (in total courses) 1:2007 year (209 courses-6.74% ), 2:2010 year (146 courses-3%). TEI PIRAUES April 2010

  27. Results (8) Ratio open and closed Courses in total courses - 2007 (undergraduate & postgraduate courses) 1:open courses (43%), 2: closed courses (57%). Ratio open and closed Courses in total courses -2010 (undergraduate & postgraduate courses) 1:open courses (55%), 2: closed courses (45%). TEI PIRAUES April 2010

  28. Results (9) Ratio open and closed Courses in total courses (undergraduate courses) 1:2007 (open courses-45%, closed courses 55%), 2:2010(open courses-55%, closed courses 45%). Ratio open and closed Courses in total courses (postgraduate courses) 1:2007 (open courses-15.7%, closed courses 84.3%), 2:2010(open courses-20.5%, closed courses 79.5%). TEI PIRAUES April 2010

  29. Results (10) • A serious problem is the lack of availability of courses in foreign languages, which does not give any opportunity to attract international students. TEI PIRAUES April 2010

  30. Results (11) • The access to the offered courses seems to encourage students to establish closer contact with their teacher. TEI PIRAUES April 2010

  31. Results (12) QUESTION-3:Is there use of e-learning systems in the laboratory subjects because of the technological nature of these institutions? TEI PIRAUES April 2010

  32. Results (13) • In 2007 there were only 19 virtual laboratories that work on line or real time, whereas in 2010 there was a reduction, there were only 6 in all TEI studied. TEI PIRAUES April 2010

  33. Results (14) Reasons: • lack of infrastructure in broadband networks, data transmission quality and communications security, • lack of appropriate equipment in the implementation of laboratory exercises, • lack of expertise and skills when applying ICT in educational practice and • lack of skilled support staff. TEI PIRAUES April 2010

  34. Results (15) QUESTION-4: Is there any particular preference in an Internet Based Distance Education System? TEI PIRAUES April 2010

  35. Results (16) • Frequently used e-class platform duringperiod 2007-2010 is Claroline by 87.5%. This platform is dominant e-learning systems in the Greek Higher Technological Education. TEI PIRAUES April 2010

  36. Results (17) • In 2010 there was a transition to the new version of the e-class 2.xx to 5 out of the 14 institutions using the platform. The second most widely used platform is Moodle followed by classweb v1.0, the Lotus LVC 1.1, and the blackboard. TEI PIRAUES April 2010

  37. Results (18) QUESTION-5: Is there a single strategy in using Internet Based Distance Education Systems in these institutions? TEI PIRAUES April 2010

  38. Results (19) • In 2007 & 2010 many different platforms where used the learning material is recycled and without a single policy and strategy in their use. TEI PIRAUES April 2010

  39. Results (20) • In the same schools are used several platforms confused the student and the teacher confuse them. TEI PIRAUES April 2010

  40. Results (21) • The teacher should, in most cases, select or update simultaneously 2 or even more platforms, which means a significant loss of valuable time. TEI PIRAUES April 2010

  41. Results (22) QUESTION-6: Where there it use Internet software to support the educational process? TEI PIRAUES April 2010

  42. Results (23) • Departments, laboratories and teachers’ sites provide learning materials (texts, educational software). TEI PIRAUES April 2010

  43. Results (24) • In the last two years, cutting-edge network services to the Educational and Research Community are offered through the Greek National Research Network (GRNET), which connects all universities, TEI and Research centres in the country with high speed Internet access, consistently serving approximately 500,000 users throughout the country. TEI PIRAUES April 2010

  44. Results (25) QUESTION-7: Are classes of synchronous education used? TEI PIRAUES April 2010

  45. Results (26) • The technical infrastructure seems, in many cases, that cannot support large-scale use of such systems. TEI PIRAUES April 2010

  46. Results (27) • Usually, using modern training rooms for individual courses, seminars, workshops and conferences. TEI PIRAUES April 2010

  47. Conclusions(1-5) TEI PIRAUES April 2010

  48. Conclusions (1) • The use of ICT is considered to be relatively poor, which is likely due to lack of funds, expertise and skills on behalf of teachers and learners, as well as the lack of national infrastructure regarding networks and corresponding resources. TEI PIRAUES April 2010

  49. Conclusions (2) • The last 2 years new services have been offered to the institutions, yet they have not been fully assimilated by the entire educational community. TEI PIRAUES April 2010

  50. Conclusions (3) • The communication networks among members of the educational community are established, but there are barriers to free access to the general public and there is no opening to the international audience, because there is “introversion” (“us for our students”) in the offered courses. TEI PIRAUES April 2010

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