Ηλεκτρονική Μάθηση και Ανοικτοί Εκπαιδευτικοί Πόροι: Θέματα και ερευνητικές τάσεις στην Ελλάδα

PDF
Δημοσιευμένα: Jan 1, 2023
DOI: https://doi.org/10.12681/thete.40000
Αθανάσιος Τζιμογιάννης
Τμήμα Κοινωνικής και Εκπαιδευτικής Πολιτικής, Πανεπιστήμιο Πελοποννήσου
Γεώργιος Κουτρομάνος
Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Παναγιώτης Τσιωτάκης
Τμήμα Κοινωνικής και Εκπαιδευτικής Πολιτικής, Πανεπιστήμιο Πελοποννήσου
Περίληψη

Editorial

Λεπτομέρειες άρθρου
  • Ενότητα
  • Articles
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Bozkurt, A., & Stracke, C. M. (2023). The shift toward openness in education and the implications for learning ecosystems and ecologies. In Distributed Learning Ecosystems: Concepts, Resources, and Repositories (pp. 31-46). Wiesbaden: Springer.
Chiu, T. K., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers & Education: Artificial Intelligence, 4, 100118.
European Commission (2019). 2nd Survey of Schools: ICT in Education - Objective 2: Model for a ‘highly equipped and connected classroom’. Luxembourg: Publications Office of the European Union.
Goodyear, P., Carvalho, L., & Yeoman, P. (2021). Activity-Centred Analysis and Design (ACAD): core purposes, distinctive qualities and current developments. Educational Technology Research and Development, 69(2), 445–464. Goodyear, P. (2015). Teaching as design. HERDSA Review of Higher Education, 2, 27-5.
Jimoyiannis A. (2015). TPACK 2.0: Towards a framework guiding Web 2.0 integration in educational practice. In Khine M.S. (Ed.), New Directions in Technological Pedagogical Content Knowledge Research Multiple Perspectives (pp. 83-108). Charlotte, NC: Information Age Publishing.
Koukis, N., & Jimoyiannis, A. (2019). MOOCS for teacher professional development: exploring teachers’ perceptions and achievements. Interactive Technology and Smart Education, 16(1), 74-91.
Stracke, C. M., Bozkurt, A., & Burgos, D. (2023). Typologies of (open) online courses and their dimensions, characteristics and relationships with distributed learning ecosystems, Open Educational Resources, And Massive Open Online Courses. In Distributed Learning Ecosystems: Concepts, Resources, and Repositories (pp. 71-95). Wiesbaden: Springer.
Tsai, C.-C., & Chai, C. S. (2013). The “third”-order barrier for technology integration instruction: Implications for teacher education. Australasian Journal of Educational Technology, 28(6), 1057–1060. Tsiotakis, P., & Jimoyiannis, A. (2016). Critical factors towards analysing teachers’ presence in on-line learning. The Internet and Higher Education, 28, 45-58.
Τζιμογιάννης, Α. (2017). Ηλεκτρονική Μάθηση: Θεωρητικές προσεγγίσεις και εκπαιδευτικοί σχεδιασμοί. Αθήνα: Εκδόσεις Κριτική.
Τζιμογιάννης, Α. (2019). Ψηφιακές Τεχνολογίες και Μάθηση του 21ου Αιώνα. Αθήνα: Εκδόσεις Κριτική.