open, digital, online, education, distance education

Distance Education in the COVID-19 era: The example of Greece and the international opportunity to transition to the Open School of Inquiry Based Learning, Collaborative Creativity, and Social Solidarity

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Published: Mar 23, 2022
DOI: https://doi.org/10.12681/jode.28909
Panagiotes Anastasiades
University of Crete Department of Primary Education, eLearning Lab
https://orcid.org/0000-0002-1347-2176
Abstract

This paper reviews recent reports about the implementation of Distance Education during the Covid-19 pandemic in Greece and worldwide. In particular, it aims to determine how Educational Systems reacted to the transition to a new home-based learning environment focusing on the Greek Educational System and its plans to address the current situation. Specifically, the emerging framework of Education is outlined.

It can be concluded that Educational Systems responded to the new reality of social distancing similarly worldwide. The emphasis was mainly on ensuring equal access to Distance Education environments and remote technological support to all those involved in the educational process. This was also the case in Greece, where accessibility issues were primarily met despite existing difficulties. However, the pedagogical dimension of Distance Education was absent.

Based on these conclusions, education policy developers should consider transitioning from Phase A of Distance Education: Remote Emergency Support, to Phase B: Pedagogical Dimension, and, ultimately, to Phase C: Transition to the Open School of Inquiry Based Learning, Collaborative Creativity and Social Solidarity.

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Author Biography
Panagiotes Anastasiades, University of Crete Department of Primary Education, eLearning Lab

Professor in E-Learning /Life Long Learning

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