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Ioannis ZENIOS


This project explores the impact of asynchronous (distance) electronic icebreakers on adult face-to-face learning based on the perceptions of the participants (trainees and trainers). In adult face-to-face training activities, participants coming from different backgrounds feel anxiety for being together with people they do not relate with. The research tests the following hypotheses:

(a) E-icebreakers implemented from distance before adult face-to-face training activities are helpful in facilitating learning

(b) Participants support distance e-icebreakers regardless of their familiarity with ICT

(c) Participants are influenced, regardless of their degree of participation in the distance e-icebreaker activity.

The above hypotheses were tested in six short multi-company training programmes inCyprus, with a total number of participants 50 trainees and 4 trainers, out of which 37 trainees and all 4 trainers evaluated the e-icebreakers. E-versions of the Autograph icebreaker were implemented through three media of communication: E-mail, online questionnaire and discussion forum. Participants were given a user name and password in order to access project’s website (developed in a Moodle VLE) and participate in the research. Findings fully verified the hypotheses of the research, as the vast majority of the participants supported the idea of implementing distance e-icebreakers before adult face-to-face learning activities as a technique enhancing face-to-face communication and supporting learning.


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Χωρίς τίτλο (English)

DOI: http://dx.doi.org/10.12681/icodl.433

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