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Interactive Videoconferencing for collaborative learning at a distance in the school of 21st century: A case study in elementary schools in Greece
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Computers & Education Volume 54, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The aim of this paper is to present the design, implementation and evaluation of the methodology which focuses on the pedagogical utilization of Interactive Videoconferencing (IVC) in the contemporary elementary school.As part of the project “ODYSSEAS”, during the school year 2007–2008, 46 students and 4 teachers from two elementary schools in Athens and Crete collaborated at a distance via IVC and, with the aid of the animation technique, designed and implemented constructive activities on the topic: “Environment–Climatic Changes”.According to the findings of this paper, IVC under pedagogical conditions plays a significant role in supporting collaborative synchronous learning activities at a distance by strengthening the social relations among students and teachers of the local and the remote class at both schools. This survey brought to light that the combination of IVC and face-to-face learning activities consolidates the role of the modern school as a socialization agent. At the same time, it broadens students’ opportunities for communication, collaboration and expression by strengthening their willingness to make new contacts all over the world.

Citation

Anastasiades, P.S., Filippousis, G., Karvunis, L., Siakas, S., Tomazinakis, A., Giza, P. & Mastoraki, H. (2010). Interactive Videoconferencing for collaborative learning at a distance in the school of 21st century: A case study in elementary schools in Greece. Computers & Education, 54(2), 321-339. Elsevier Ltd. Retrieved May 26, 2019 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2009.08.016

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