Τεχνολογικά υποστηριζόμενη μάθηση : κριτήρια αξιολόγησης ψηφιακών διδακτικών σεναρίων με εστίαση σε σενάρια μαθηματικών β/βάθμιας εκπαίδευσης
Keywordse-Learning ; e-Learning scenario ; Evaluation criteria ; ICT in teaching ; TPACK model ; SAMR model ; TIM
The purpose of this thesis is to investigate evaluation criteria for e-learning scenarios, and, according to them, to formulate quality specifications for these scenarios, as well as the best practices for integrating ICT in teaching. From a theoretical point of view, the formulation of criteria and specifications is based on the TPACK, SAMR, TIM, Unite and SQD models. At first, the evaluation factors of an e-learning scenario are explored, and then a well-structured scenario is defined according to these factors. The evaluation of the teaching scenarios is initially achieved by using a rubric and then it is specialized by using a matrix, which includes best practices for integrating ICT in teaching. For the research sample, e-learning scenarios for Mathematics in secondary education were used, which were created during the rapid teacher training program "T4E". The research conducted is qualitative, and the scenarios are evaluated using a rubric, in which the numbers represent descriptions rather than a rating. The criteria identified in most sources were the structure and the objective formulation of the scenario, the reinforcement and organization of the collaboration between students. The problems identified in the evaluation of teaching scenarios were mainly related to the variety of activities and the plot of the scenarios, while in relation to the good practices of integrating ICT in teaching, there is general agreement that ICT should add value to the learning process, enable activities and processes which could not happen before, and which promote the development of high-order thinking skills.