DC FieldValueLanguage
dc.contributor.authorKytagias, Christos-
dc.contributor.authorKiriakos, Dimitris-
dc.contributor.authorRigopouli, Kalliopi-
dc.contributor.authorThemeli, Anastasia-
dc.contributor.authorPsaromiligkos, Ioannis (Yannis)-
dc.date.accessioned2024-03-27T14:40:32Z-
dc.date.available2024-03-27T14:40:32Z-
dc.date.issued2021-
dc.identifiergoogle_scholar-CC34YqcAAAAJ:W7OEmFMy1HYC-
dc.identifier.isbn978-84-09-31267-2-
dc.identifier.issn2340-1117-
dc.identifier.otherCC34YqcAAAAJ:W7OEmFMy1HYC-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1635-
dc.description.abstractAccording to the international scientific literature, successful distance learning requires from educators specialized knowledge in three key areas related to the content, pedagogical approach, technology, and the interactions between them, as well as efficient learning design, timely feedback, and adequate support. For the learner, distance education requires the development of specific qualities such as engagement and self-regulation. These requirements were further highlighted as the need for distance learning became imperative in the era of COVID-19 and especially in post-secondary education and vocational training in Greece. The Public Vocational Training Institutes (DIEK) offer initial vocational training to adults over 18 in specific vocational specialties (e.g., health, engineering, tourism, informatics). In this paper we present a research organized by the Panhellenic Union of Directors of Public Vocational Training Institutes (PANEDDIEK) during the COVID-19 period. The research aims at monitoring the effectiveness of distance training in DIEK and drawing conclusions that will lead to further improvement on the training quality. The research involved 29 DIEK, 56 different vocational specialties from different geographical areas of Greece and was conducted on two axes: the first was addressed to trainers and the second one to trainees. The research instruments were two specially designed questionnaires, one specifically for trainers/teachers and the other for trainees/students. Respondents were asked to fill in a questionnaire consisting of both closed- and opened-form questions. The questionnaire for trainers focuses on the 6 main areas of the European Digital Competencies for Education (DigCompEdu) framework: professional engagement, digital resources, teaching and learning, assessment, empowering learners and facilitating learners’ digital competence. The trainee’s questionnaire focuses on their digital competences as it was perceived by themselves and on the areas of the DigCompEdu framework that concern the learners’ empowerment and digital competence facilitation. This research is an attempt to cross-check the trainees’ responses with the trainers’ responses according to their specialty and the DigCompEdu framework’s areas of digital competences in order to assess strengths and weaknesses, and the acquired level of digital skills. The value of the research lies in the fact that it is a pioneer effort to monitor the trends prevailing in distance learning provided by DIEK during the pandemic. An important feature is the range of specialties covered, the geographical distribution of the sample as it includes areas from all over Greece and the fact that it is an ongoing project. The collection of research questionnaires will be repeated on an annual basis to help us monitor the trends in vocational training. An initial analysis of the results has revealed, as expected, that specialties such as those directly related to technology have greater ease and efficacy in conducting distance training. On the contrary, an increased difficulty arises in the design and implementation of otherwise traditional face-to-face training courses in specific specialties (e.g. cooks, mechanics) due to the nature of the specialty. The paper will present the results along with a discussion of the main findings.en_US
dc.language.isoenen_US
dc.publisherIATEDen_US
dc.relation.ispartofEDULEARN21 Proceedings of the 13th International Conference on Education and New Learning Technologiesen_US
dc.sourceEDULEARN21 Proceedings, 5293-5302, 2021-
dc.subjectVocational trainingen_US
dc.subjectDistance learningen_US
dc.subjectPublic Vocational Training Institutesen_US
dc.subjectCOVID-19 and distance learningen_US
dc.subjectDigital competencesen_US
dc.titleAssessing the digital competences of public vocational training in greece during covid-19 perioden_US
dc.typeConference Paperen_US
dc.relation.conference13th International Conference on Education and New Learning Technologies (EDULEARN21), 5-6 July 2021 (online)en_US
dc.identifier.doi10.21125/edulearn.2021.1085en_US
dc.relation.deptDepartment of Business Administrationen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.identifier.spage5293en_US
dc.identifier.epage5302en_US
dc.linkhttps://library.iated.org/view/KIRIAKOS2021ASSen_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.journalsOpen Accessen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
local.metadatastatusverifieden_US
item.cerifentitytypePublications-
item.languageiso639-1en-
item.openairetypeConference Paper-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextNo Fulltext-
item.grantfulltextnone-
crisitem.author.deptDepartment of Business Administration-
crisitem.author.deptDepartment of Business Administration-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0001-6037-0036-
crisitem.author.orcid0000-0002-8420-8663-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
Appears in Collections:Book Chapter / Κεφάλαιο Βιβλίου
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