Παράγοντες που ενεργοποιούν ή αποθαρρύνουν τους εκπαιδευόμενους κατά την εκπόνηση των ΓΕ στην εξ αποστάσεως εκπαίδευση

Abstract

 The purpose of the current research was dual: firstly to investigate the factors that motivate or discourage postgraduate students during the process of writing assignments in distance learning education and secondly to consociate these factors with gender, age, working experience and the university they study in. The method that was used was quantitative with random sample. Gathering of data was performed using questionnaire with demographic end closed type questions. The factors studied were communication between students and tutor-counselor and fellow students, the timetable framework, finding of appropriate bibliography, family obligations and the emotional status of students during the process of writing. The study sample consisted of 95 postgraduate students of the Hellenic Open University and 24 of University of Nicosia. The results suggest significant differences between the two universities, for those that work less than 10 years and for the married ones. The students of University of Nicosia and those with less than 10-year working experience seem to seek more often communication with fellow students. The married students are more satisfied with the timetable framework and the time spent for writing assignments. The students of the Hellenic Open University generally feel more stressed and have difficulties in finding appropriate bibliography.