Comparative_study_in_an_online_course
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The document summarizes a comparative study on ICT use among Greek and Cypriot university students through an online course. It describes the study timeline and activities, including kickoff meetings, introduction to e-learning sessions, and an educational software course. It presents statistics on students' computer and internet usage and findings from questionnaires. Overall, it found high rates of participation and satisfaction with the online course experience among students.
![http://distance.eled.duth.gr/modle Course category: “ e-Learning ” Course name: “ Εισαγωγή στο e-learning ” Username: “ demo ” Password: “ demo ” In case of server failure, please email us at “ [email_address] ” http://distance.eled.duth.gr/modle](https://image.slidesharecdn.com/presentation01-1230373563190753-2/85/Comparative_study_in_an_online_course-43-320.jpg)
Comparative_study_in_an_online_course
- 1. A comparative study on ICT use amongst Greek and Cypriot University students through an online course Christos Karakirios , Gerasimos Kekkeris DUTH – Democritus University of Thrace
- 2. Presentation scope Description of a comparative study performed through an online course Presentations of study findings Useful thoughts for the future research
- 3. Project description Presentation of an asynchronous online course Research of the students acceptance rate Students familiarization with ICT Course integration in a high-quality online learning environment Testing of globally accepted best teaching methods and practices
- 4. Timelines Kick off meeting: 5-8 November 2007 Introduction to e-learning: 3-12 December 2007 Educational software: 27 February – 6 June 2008
- 5. Kick off meeting Kick off meeting: 5-8 November 2007 Location : Computer labs of Primary Education Department – DUTH (Alexandroupolis) Duration : Three (3) hours for 6 classes Participants : 138 students Scope : Introducing moodle and the whole project to students
- 6. Introduction to e-learning When : 3 – 1 4 December 2007 Where : internet ( http://distance.eled.duth.gr/moodle ) Duration : Twelve (12) days Participants : 113 students Scope : Students familiarization with e-learning Research of various parameters
- 7. Educational software When : 27 February – 6 June 2008 Where : internet Duration : Twelve (12) weeks Participants : 58 students Scope : Students participation in an online course Educational instructions providing for online courses development and delivery Online courses assessment Experience connection to globally accepted e-learning best teaching methods and practices Parameters research of influence and acceptance rate to the educational procedures
- 8. Statistics Of 138 students , 112 (82,6 %) had a PC at home 35% uses PC more than 5 years while less than 20% uses PC less than 1 year
- 9. Daily PC usage during Sep-Oct 2007 91% of them used PC more than half an hour per day 77% used it more than 2 hours per day
- 10. Internet usage Internet usage had been declared at 87,68%, even more than PC occupation percentage (81,16%) Of the 17 declared that they do not connect to internet , 15 had reasoned it to lack of technical infrastraction (no PC, or telephone line or internet connection) while 4 of them had reasoned it to psychological reasons (I don’t like it, I’m not interest in it, I didn’t need it). Two of them where mixed .
- 11. Student’s scope of internet connections (WHY)
- 12. Reasons of internet connections 23,14% to participate in games 22,31% for market research WITHOUT buying something through internet while only 6,61% is e-commercing 19,01% to attend radio and TV shows through internet Finally, 3,31% had declared “other reasons”, usually one of the others
- 13. Biggest advantage of internet
- 14. Biggest problem in internet
- 15. Experience and willing for e-learning
- 16. Introduction to e-learning Course scope : Students familiarization with Moodle LMS Delivery method : asynchronous online instructor-led course in a group base Participants : 113 students Initial declared : 117 Course requirements Time requirements Duration : Twelve (12) days – 4 hours Frequency : Every three (3) days Ins. duration : thirty (30) min per connection
- 18. First Period Objectives (3-5 Dec .) Computer work Safety instructions providing Flash-video delivery with safety rules Learning needs analysis Knowledge-skills questionnaire Socialization Assignment for profile integration Educational group development Assignment for message exchange Introducing to e-learning Flash-video delivery “Introduction to e-learning”
- 20. Healthy - Safety
- 21. Instructions for their assignment
- 22. Responses categorization 3 : « know perfect », « I’m able » 2 : « need more practise » 1 : « need somebody to help me » 0 : « I have no clue », « I’m not able » , etc .
- 23. Skills and knowledge questionnaire As students declare at the course start date : Five (5) sectors : Average Basic PC usage 2,69 Word processing usage 2,62 Presentations software usage 1,80 Organization – communication skills 2,11 Internet usage 1,73 Two (2) factors : Technical skills 2,39 Spiritual skills 2,00
- 24. Summarized questionnaire data Smaller Average (1,49) : virus handling Smaller score : presentation software usage Hadn’t been taught, just after the questionnaire submit Software usage perception Perhaps, internet terminology was not well understood
- 25. Questionnaire’s Results As students declared
- 26. Second period objectives ( 4 - 6 Dec .) Motivation for participation Flash-video e-learning history Text Course connection with their students life A web-video created by other students Group relations empowerment ( sense of view ) Assignment of a picture upload in the profile Greeks 11 of 102 (10.78%) Cypriots 9 of 11 (81.82%)
- 28. Third period objectives (10-12 Dec .) e-learning sectors Text Assignment for chhosing a sector of their interest Roles in e-learning Essay assignment Volunteer commenting – time stricted requirement Introduction in e-learning assessment Grading of the above assignment Volunteer study Canadian regulations for e-learning
- 29. First screen in third period
- 32. Description and objectives of online learning Text Essay assignment subjected “Pros and cons of e-learning”, group-based Discussion on the above assignment ( volunteer-basis ) Course review Online questionnaire of knowledge assessment Course assessment Fourth period objectives (10-12 Dec .)
- 33. Students scores Greeks : 6,3411 Cypriots: 6,2217
- 34. “ How much difficulty you felt due to software usage?” 6: None 5: Very easy 4: Easy 3: Difficult 2: Quite difficult 1: Very difficult
- 35. Descriptive responses In a total of 98 responses « What did you like and why? » 95: Some positive comment 1: Do not answer 1: Nothing 1: Didn’t understand the question « What didn’t you like and why? » 65: Some negative comment 33: Nothing
- 36. Satisfaction question 5: Enthusiastic 4: Pleased 3: Neutral 2: Unpleased 1: Dissapointed
- 37. How did you felt about your experience? Likert scale: 1 ( Very bad ) … …………… .7 ( Very good )
- 38. Did quality of the provided education have been increased or decreased? 5: Increased alot 4: Increased 3: The same 2: Decreased 1: Decreased alot
- 39. Would you continue next semester through e-learning? Yes No
- 40. Participation
- 41. Active participation 18.584 clicks 1 . 187 messages
- 42. Conclusions High-rate willing for participation “ Easy” in usage High satisfactory rate as experience Positive comments as innovative action Related to quality Small rate of self-guided participation Satisfactory level of understanding Hopes for the future …
- 43. http://distance.eled.duth.gr/modle Course category: “ e-Learning ” Course name: “ Εισαγωγή στο e-learning ” Username: “ demo ” Password: “ demo ” In case of server failure, please email us at “ [email_address] ” http://distance.eled.duth.gr/modle
- 44. ? Questions
- 45. …η συνέχεια Μάθημα: Εκπαιδευτικό λογισμικό Στόχος: Online Διδασκαλία μέσω του moodle Διάρκεια: ένα (1) εκπαιδευτικό εξάμηνο Συμμετέχοντες: 58 φοιτητές Ένταση μαθήματος: Μέτρια – Μεγάλη
- 46. απόψεις - στάση των φοιτητών Συμμετοχή χωρίς διαμαρτυρίες Θεωρείται πρωτόγνωρη και καινοτόμα Επικοινωνία Κριτική σκέψη ΑΝΤΙΚΕΙΜΕΝΙΚΟΤΗΤΑ στην κρίση τους
- 48. Άποψη φοιτητή
Editor's Notes
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