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Ηλεκτρονική μάθηση: η πολυσημία και πολυπλοκότητα της έννοιας

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ΑΓΟΡΙΤΣΑ ΘΩΜΑΣ ΜΑΚΡΗ, ΔΗΜΗΤΡΙΟΣ ΒΛΑΧΟΠΟΥΛΟΣ

Περίληψη


Ο 21ος αιώνας σηματοδοτείται από μία πληθώρα αλλαγών και μετασχηματισμών στους τρόπους διδασκαλίας, μάθησης και επικοινωνίας. Η ηλεκτρονική μάθηση θεωρείται ως μία καινοτομική μέθοδος διδασκαλίας και μάθησης, η οποία εξελίσσεται με αλματώδεις ρυθμούς και υιοθετείται από όλο και περισσότερα εκπαιδευτικά ιδρύματα όλων των βαθμίδων εκπαίδευσης. Η παρούσα εισήγηση αποτελεί μία ενδελεχή επισκόπηση της βιβλιογραφίας, με βασική επιδίωξη να προσεγγίσει εννοιολογικά τους κυριότερους ορισμούς της ηλεκτρονικής μάθησης. Επιπρόσθετα, σκοπό έχει να παρουσιάσει μία κατηγοριοποίηση των εννοιολογικών οριοθετήσεων του όρου και να αναδείξει την ασυμφωνία των μελετητών ως προς την υιοθέτηση ενός και μοναδικού περιεκτικού ορισμού. Η μεθοδολογία της εργασίας στηρίχθηκε στην ενδελεχή μελέτη ως επί τω πλείστον των ξενόγλωσσων βιβλιογραφικών πηγών της περιόδου 2005-2017, με εστίαση στα τελευταία τέσσερα έτη. Η βιβλιογραφική ανασκόπηση κατέλειξε στο συμπέρασμα ότι οι ορισμοί ποικίλλουν ανάλογα με την οπτική του κάθε μελετητή, αναδεικνύοντας την τεχνολογική, παιδαγωγική και επικοινωνιακή διάσταση της ηλεκτρονικής μάθησης και καταλήγοντας σε μία ολιστική θεώρησή της. Η σημαντικότητα της παρούσας εισήγησης έγκειται στο να αποτελέσει εφαλτήριο για τους μελλοντικούς ερευνητές που θα επιχειρήσουν να προχωρήσουν σε σχεδιασμό και οργάνωση εκπαιδευτικών προγραμμάτων που θα βασίζονται στην ηλεκτρονική μάθηση, λαμβάνοντας υπόψη τις ποικίλες διαστάσεις της.    

     

 


Λέξεις κλειδιά


ηλεκτρονική μάθηση; εξ Αποστάσεως Εκπαίδευση; Παγκόσμιος Ιστός; διαδικτυακά περιβάλλοντα;εννοιολογική οριοθέτηση

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DOI: http://dx.doi.org/10.12681/icodl.974

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