Μία σύνθετη διδακτική παρέμβαση στα πλαίσια ενός υβριδικού – ομαδοσυνεργατικού μαθησιακού περιβάλλοντος με τη χρήση της δικτυακής τεχνολογίας

Abstract

This paper refers to the pedagogical design of a complex instructional intervention with the
creation of a hybrid collaborative learning environment involving distance teaching and
distance collaboration among groups of students. Learning outcomes and processes have been
investigated by qualitative research methods concerning: a) the psychosocial climate of the
class b) the students’ cognitive achievement and c) the participant teachers’ critical reflection
on their own educational experience. The students managed to get introduced normally to the
new learning environment. This was achieved through the implementation of three phases: a)
the virtual class, b) the distance collaboration and c) the distance learning communities and
cooperative teaching. This innovative educational project has been based on a previous
experience we gained as participants in the EU educational program called ‘Odysseus’
(Anastasiades, 2003). However, this particular intervention has been further developed,
especially at the students’ distance collaboration level through the initiation of some more
open, student-centred and complex collaborative investigative learning activities. During this
educational implementation the pedagogical principles of the cognitive and social
constructivism have been adopted, together with some elements of the critical/transformative
approach, while the method of a complex, exploratory project, with the use of ICT in a
collaborative, learning environment (with or without teleconferencing) has been used as a
main instructional approach.