The Ο ρόλος της παιδαγωγικής διάστασης της εξΑΣΕ στην αποτελεσματικότητα του/της εκπαιδευτικού

Abstract

The urgency of the pandemic affected, among other things, the educational process, leading to the implementation of emergency distance education. Teachers and students were forced to adapt to new - hitherto unknown - educational environments to keep the educational process active. Emphasis was placed on the technological support of the whole project, lacking the pedagogical dimension of distance education that could have been supportive in addressing the new needs of the whole educational community, so that teachers and students could interact effectively. Evaluating the pandemic period not as a painful situation but as an opportunity for change, a major challenge is the transition to the Open School of exploratory learning and collaborative creativity. The major findings of our research show that the existence of the pedagogical dimension of distance education as described in the community of inquiry model is necessary to support the role of the teacher to address the new needs of students, evaluating it, by extension, as effective.