Παιγνιώδης Σωκρατική Ανατροφοδότηση Γραπτών Εργασιών στην Εξ Αποστάσεως Εκπαίδευση για Βαθιά Ουσιαστική Μάθηση

Abstract

Deep and meaningful learning is a primary concern in distance education, as it is a strong indicator of high quality. Written assignments are a key learning process in the distance education model implemented at the Hellenic Open University. Feedback on written assignments assesses student progress, supports, empowers and guides. This paper presents a Socratic, playful method of group feedback and reflection on written assignments. Key points of the assignments are presented as questions that act as triggers for discussion and dialogue. The Socratic method was applied during the advisory online meetings during the academic years 2020-21 and 2021-22. Thirty-two (n=32) students evaluated the said method according to a verified questionnaire with 26 closed questions. The results showed that the research participants appreciated this new learning activity and that they would like to implement it in other units as well.