Preliminary Results on the Online Lessons of IDPE Department of University of West Attica 2019-2020

Preliminary Results on the Online Lessons of IDPE Department of University of West Attica 2019-2020

Panagiotis S. Makrygiannis, Dimitrios Piromalis, Evangelos C. Papakitsos, Michail Papoutsidakis, Dimitrios Tseles
Copyright: © 2023 |Pages: 15
DOI: 10.4018/IJeC.316965
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Abstract

During the pandemic outbreak of COVID-19 in Greece that coincided with the spring semester of the year 2020, conventional face-to-face lessons presented a threat to public health. As a result, house confinement measures were taken. Universities, due to their offering either directly or via their lifelong education centers, were partially prepared to offer distant learning solutions for their students during the pandemic. The lessons, in the general case, were delivered in an ad hoc manner utilizing teachers' personal experiences and preferences creating some pressure on existing infrastructures. In the case of the Department of Industrial Design & Production Engineering at the University of West Attica, things were more organized than in the general case: there was a, more or less, uniform practice of preferring synchronous lessons and some monitoring was planned in order to evaluate the application for future reference. While data collected in the process are still going through statistical analysis there are some preliminary results that can be reported here.
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Background

IDPE offers a 5-year long undergraduate program that has gone through two major revisions during recent years. As a result, there are some residue students lingering in higher than 8th (J) semesters trying to fulfill the conditions for completing the new and, hopefully, improved program in order to attain the relevant title. We group these students with those of the last semester under the annotation J+ semester.

All students were required to take all their courses online during the spring semester of 2020 due to pandemic related state wise enforced closures and thus all academic staff had to migrate their courses online. There were neither technology readiness investigations, nor estimations on the appropriateness of technology acceptance (Godoe & Johansen, 2012). In fact, there was no time and no reason for a model of information technology acceptance among users (Dillon & Morris, 1996) to be used.

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