Synchronous Vs Asynchronous Learning?Principles, Methodology and Implementation Policy of a Blended Learning Environment for Lifelong Learning,at the University of Crete.
Panagiotes Anastasiades, University of Crete, Department of Education, Greece
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The development of a blended distance learning environment requires an overall approach that includes pedagogic, technological and organizational aspects. The traditional educational environment is characterized by face-to-face teaching methods. Technology on its own is unable to substitute's interpersonal human communication, which is an essential constitutive element of learning. The combination of synchronous and asynchronous learning can, under certain conditions, provide suitable circumstances for the development of an interactive web based learning environment. The objective of this paper is to present the theoretical background, the methodology and technological aspects which have been developed, to implement a blended Learning Environment at the university of Crete
Anastasiades, P. (2005). Synchronous Vs Asynchronous Learning?Principles, Methodology and Implementation Policy of a Blended Learning Environment for Lifelong Learning,at the University of Crete. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2166-2172). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved February 19, 2019 from https://www.learntechlib.org/primary/p/20391/.
© 2005 Association for the Advancement of Computing in Education (AACE)
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The Hybrid University in the European Information Society: the new Learning Environment for Persons with Disabilities.
Panagiotes Anastasiades, University of Crete, Greece; Olga Stasinopoulou, Panteion University of Social and Political Sciences., Greece
EdMedia + Innovate Learning 2006 (June 2006) pp. 393–398
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