Comparative Evaluation of Internet Based Distance Education in the Greek Higher Technological Education during the period 2007-2010 D. Papachristos 1,

TEI PIRAUES April 2010 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, Greece3Department of Mathematics, TEI Piraeus, Piraeus, Greece

Speaker: K. Alafodimos, Professor TEI of Piraeus


Structure of presentation

•Introduction•Methodology Research•Results•Conclusions•References


Introduction(1-5)


Introduction (1)

• Internet Based Distance Education (IBDE) expands education itself by allowing continuous renewal of educational materials and assisting in the individualized learning.


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.


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.


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.


PRIMARY EDUCATION

SECONDARY EDUCATION

NATIONAL EXAMS

T.E.I.Undergraduate studies: 4 years(B.Sc., B. Eng., B.A. degrees)Postgraduate studies :First Level (M.Sc. degrees)

UNIVERITYUndergraduate studies:4 , 5 ,6 years(B.Sc., B. Eng., B.A. degrees)Postgraduate studies: First Level (M.Sc. degrees)Second Level (Ph.d Degrees)

I.E.K.Professional & Vocational studies2 years(HND degrees)

Introduction (5)

Labour

EDUCATIONAL SYSTEM OF GREECE

H EI DG U H CE AR T I O N


Methodological Research(1-9)


Methodological Research (1)

• This research is a qualitative-thematic initially aiming at describing and then analyzing, interpreting and understanding events and situations.



• 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.



• To study and record the Internet Based Distance Education Systems, based on the relevant field bibliography, we developed the following 7 levels:



• 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.



• LEVEL V: Qualitative analysis of data recorded in Recording Sheets.

• LEVEL VI: Comparative Analysis.• LEVEL VII: Description - Analysis of research

questions.


Characteristics of the Educational Program (CEP)

Technical Characteristics (TC)

Geographical Characteristics (GC)

Characteristics of Recording and Analysis of the Research Framework

LEVEL 1

Structure of the profile of recording and analysis of the Research Framework of e-learning Systems




• 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.



• Technical Characteristics (TC): are the characteristics of technology management of the educational program offered in Internet Based Distance Education.



• Geographical Characteristics (GC): are characteristics that define geographically the applications systems of Internet Based Distance Education in TEI and ASPAITE.


Results(1-27)


Results (1)

• In this presentation of the first mainly descriptive research findings, we will refer to the last level of analysis (VII).


Results (2)

QUESTION-1: To what extent are the technical and educational possibilities of the e-learning systems used by the teachers?


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.


Results (4)

QUESTION-2: Communication networks among the members of the educational community are established and what kind of networks are they?


Results (5)

1 20

10000

20000

30000

40000

50000

60000

70000

80000

90000

Series1

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


Results (6)

1 20

1000

2000

3000

4000

5000

6000

Series1

Total number of courses (undergraduate & postgraduate courses)1:2007 year (3100), 2:2010 year (5022).


Results (7)

Ratio of postgraduate courses (in total courses)1:2007 year (209 courses-6.74% ), 2:2010 year (146 courses-3%).

1 20

1000

2000

3000

4000

5000

6000

Series2Series1


Results (8)

12

12

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%).


Results (9)

1 20

102030405060708090

100

Series2Series1

1 20

102030405060708090

100

Series2Series1

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%).


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.


Results (11)

• The access to the offered courses seems to encourage students to establish closer contact with their teacher.


Results (12)

QUESTION-3: Is there use of e-learning systems in the laboratory subjects because of the technological nature of these institutions?


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.


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.


Results (15)

QUESTION-4: Is there any particular preferencein an Internet Based Distance Education System?


Results (16)

• Frequently used e-class platform during period 2007-2010 is Claroline by 87.5%. This platform is dominant e-learning systems in the Greek Higher Technological Education.


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.


Results (18)

QUESTION-5: Is there a single strategy in usingInternet Based Distance Education Systems in these institutions?


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.


Results (20)

• In the same schools are used several platforms confused the student and the teacher confuse them.


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.


Results (22)

QUESTION-6: Where there it use Internet software to support the educational process?


Results (23)

• Departments, laboratories and teachers’ sites provide learning materials (texts, educational software).


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.


Results (25)

QUESTION-7: Are classes of synchronouseducation used?


Results (26)

• The technical infrastructure seems, in many cases, that cannot support large-scale use of such systems.


Results (27)

• Usually, using modern training rooms for individual courses, seminars, workshops and conferences.


Conclusions(1-5)


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.


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.


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.


Conclusions (4)

• In several TEIs, participated in this study, a significant number of platforms are used, whith educational material is recycled.


Conclusions (5)

• TEI and ASPAITE use such systems significantly, which mainly operate in support to the conventional way of teaching without achieving a meaningful change in the way of teaching planning of courses offered.


References


References• [1] M. Simpson & F. Payne, The Introduction of ICT into Primary and Secondary Schools: a comparative report from six

European countries, EMILE Project, Edinburgh, Scotland, University of Edinburgh, 2002.• [2] E. Porter, Strategy and the Internet. Harvard Business Review, Vol 79, No 3, 2001, pp. 62-78.• [3] S. Hazari, Evaluation and Selection of Web Course Management Tools. University of Maryland: College Park, 2004.

Available on-line: http://www.sunilhazari.com/education/webct/ (last access 15 March 2010).• [4] M. Kalogiannakis, Training with ICT for ICT from the trainer’s perspective. A Greek case study, Education and

Information Technologies, Vol 15, No 1, 2010, pp.3-17.• [5] K. Vassilakis & M. Kalogiannakis (eds), Distance-learning education approaches in institutions of tertiary education,

Athens, Atrapos (in Greek), 2006.• [6] T. Janicki & J. Liegle, More than class notes? A features review of current web-based course management tools and

their adherence to accepted learning pedagogy, Allied Academies of Education Leadership Journal, Vol 4, No 2, 2001, pp.36-51.

• [7] K. Alafodimos, D. Papachristos & M. Kalogiannakis, Online distance education in the Greek Higher Technological Education. A first overview of the field, In C. Aggeli & N. Valanidis (eds), Proceedings of the 6th Panhellenic Conference with international participation, the ICT in education, 25-28 September Lemessos: Cyprus University, 2008, pp.403-410.

• [8] F. Belanger & D. Jordan, Evaluation and Implementation of Distance Learning - Technologies, Tools and Techniques, USA: Idea Group Publishing, 2000.

• [9] C. Pahl, Managing evolution and change in web-based teaching and learning environments, Computers & Education, Vol 40, 2003, pp. 99-114.

• [10] Y. Reed, Using students as informants in redesigning distance learning materials: possibilities and constraints, Open Learning: The Journal of Open and Distance Learning, Vol 20, No 3, 2005, pp.265-275.

• [11] R. Macdonald, The use of evaluation to improve practice in learning and teaching, Innovations in Education and Teaching International, Vol 43, No 1, 2006, pp.3-13.

http://www.sunilhazari.com/education/webct/


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Comparative Evaluation of Internet Based Distance Education in the Greek Higher Technological Education during the period 2007-2010 D. Papachristos 1,