The use of web-enhanced teaching of the English as a foreign language in higher education in Greece is addressed in this case study which examines the student’s perceptions of online instruction using Moodle as a learning management system (LMS), with and without the use of Facebook (FB) as an adjunctive learning platform. The merging of this collaborative and interactive social platform with a LMS is explored, examining the attitudes of higher education foreign language learners toward Moodle as a LMS, and FB as an adjunctive informal learning environment. The paper aims to discuss these issues.Peer reviewedsocial networking; collaborative learning; language learning; learning management system

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This paper looked at the barriers to ICT integration in teaching practices from the perspective of Chinese early childhood teachers in Mainland China. A total of 46 Chinese early childhood teachers in Mainland China participated in this study. They were from three early childhood settings located in three different cities in terms of the administrative division. A self-designed questionnaire was adopted as the research instrument. It was found that a range of first-order barriers, which included lack of hardware (laptops, notebooks, and computers), lack of teaching content and material, as well as lack of pedagogical models were perceived as main barriers by the teachers. However, several second-order barriers, such as lack of teachers' interest, and lack of teachers' support were perceived as the least main barriers. Furthermore, the variable "ICT use in daily life" was found play an important role in determining the teachers' perceptions of barriers both on the overall level and on the specific level. Several recommendations for future practices and research were also provided.

Distance education is now a reality introducing a “specific methodology of flexible and interactive multiform learning”. Due to its characteristics, different instructional design models apply to distance education as guidelines of the design thinking process pursuing specific learning outcomes. This study refers to the investigation of good teaching practices and approaches in relation to the ADDIE model in distance online environments. The purpose of this paper is to investigate both the effectiveness of the ADDIE model in distance education and its contribution to the online teaching process. Meta-analysis is chosen as the research methodology. Specifically, we export a total of 58 articles referring to the ADDIE model. From these, we find that only 23 articles are appropriate for the meta-analysis. According to the results of this study, we observe that the ADDIE model applies to meet different teaching requirements in all online educational environments. In this study, we observe that good practices of teaching are the multimedia presentation, feedback, variety of interactive exercises or activities, combined learning strategy (individualized and collaborative), and role of educators. Then, an asynchronous approach was preferred in distance education. Finally, the ADDIE model is considered as a valuable source of additional information by providing good teaching practices.