The Pygmalion Effect is the positive form of self-fulfilling prophecy and shows how teacher expectations influence student performance. According to this phenomenon, higher expectations can lead to an increase in performance. In this research qualitative methodology was adopted both in data collection, and in analysis, in order to investigate the impact of the Pygmalion Effect in distance adult learning. Observation was held in two Contact Sessions of the Postgraduate Module for Open and Distance Education (EKP65) of the School of Humanities at the Hellenic Open University (HOU). Also, 22 interviews were conducted, 6 with Tutors/Advisors and 16 with students of the same Postgraduate Module. The data analysis indicates that both Tutors/Advisors and postgraduate students shape form their expectations based on the behaviour as reflected in their first contact (telephone contact, face-to-face contact, written contact through the CV). Expectations originally are positive, though this could change due to mismatched following behaviour. Tutor's expectations are expressed in verbal and non-verbal ways both in written and face-to-face communication. However, it is the non-verbal behaviourand mainly the encouragement and the support towards the students -that influences their positive mood and attitude towards the learning object and distance learning itself. In conclusion, not to reject the educational trend according to which the adult learner has developed selfmotivation, we accept that Tutor's expectations reflected in encouragement and support towards the student may influence the learning process. Abstract in GreekΤο φαινόμενο του Πυγμαλίωνα είναι η θετική έκφανση της αυτό-εκπληρούμενης προφητείας και περιγράφει πώς οι προσδοκίες του δασκάλου επηρεάζουν τη μαθητική επίδοση. Σύμφωνα με αυτό το φαινόμενο, οι υψηλές προσδοκίες του εκπαιδευτικού μπορούν να οδηγήσουν σε υψηλότερη επίδοση. Σε αυτή την έρευνα ποιοτική μεθοδολογία υιοθετήθηκε και στη συλλογή και στην ανάλυση των δεδομένων προκειμένου να διερευνηθεί η επίδραση του Φαινομένου του Πυγμαλίωνα στην εξ αποστάσεως εκπαίδευση ενηλίκων. Έγινε παρατήρηση σε δύο Ομαδικές Συμβουλευτικές Συναντήσεις στη Μεταπτυχιακή Θεματική Ενότητα για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση (ΕΚΠ65) της Σχολής Ανθρωπιστικών Σπουδών στο Ελληνικό Ανοικτό Πανεπιστήμιο (ΕΑΠ). Επίσης, 22 συνεντεύξεις διεξήχθησαν, 6 με Καθηγητές-Συμβούλους και 16 με σπουδαστές από την ίδια μεταπτυχιακή θεματική ενότητα. Η ανάλυση των δεδομένων φανερώνει πως και οι Καθηγητές-Σύμβουλοι και οι μεταπτυχιακοί φοιτητές διαμορφώνουν τις προσδοκίες τους με βάση τη συμπεριφορά του άλλου στην πρώτη τους επαφή (τηλεφωνική, πρόσωπο-με-πρόσωπο, γραπτή επαφή μέσω βιογραφικού σημειώματος). Οι προσδοκίες γενικά είναι θετικές αν και αυτό μπορεί να αλλάξει εξαιτίας αναντίστοιχης ακόλουθης συμπεριφοράς. Οι προσδοκίες του Καθηγητή-Συμβούλου εκφράζονται με λεκτικούς και μη λεκτικούς τρόπους και στη γραπτή και στην πρόσωπο-με-πρόσωπο επικοινωνία. Ωστόσο, η μη λεκτική συμπεριφορά -και κυρίως η ενθάρρυνση και η υποστήριξη προς το φ...
The current paper describes the process of the instructional design for the production of the WaW project e-learning courses by adapting the handbooks generated at intellectual outputs 3 and 4 (IO3, IO4: "21 st Century Skills Handbook" and "Crowdfunding Handbook") to e-learning context. The aim was to produce and develop online e-learning materials suitable for the needs of the target group, as well as to develop innovative online learning content, e.g. video courses, animation, scenarios, etc, in order to foster learning and self-development skills. Users will be females representing all the different target groups while being either employed or unemployed, interested in creating the appropriate mindset and conditions. The ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) was used for the production of the e-courses, not only because it is the generic process traditionally used by instructional designers and training developers, but mostly because it represents a dynamic, flexible guideline for building effective training and performance support tools. Instructional theories, such as behaviourism, constructivism, social learning and cognitivism, were taken into account as they also play an important role in the design of instructional materials. Keywords instructional design, ADDIE model, WaW project IntroductionThis paper describes the procedure that was followed for the production of the WaW project e-learning modules by adapting the handbooks generated at intellectual outputs 3 and 4 (IO3 and IO4: "21 st Century Skills Handbook" and "Crowd-funding Handbook") to e-learning contexts. The aim was to produce and develop online elearning materials suitable to the needs of the target group, as well as to develop innovative online learning content, e.g. video courses, animation, scenarios, etc, in order to foster learning and self-development skills. Users will be females representing all the different target groups while being either employed or unemployed, interested in creating the appropriate mindset and conditions. The ADDIE model was used for the production of the e-courses. The ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phases -Analysis, Design, Development, Implementation, and Evaluation -represent a dynamic, flexible guideline for building effective training and performance support tools.
In the context of the WaW project, the main goal of which is to support womenespecially elderly and disadvantaged ones-to become entrepreneurs, take action and make their dreams come true, a set of open e-learning courses was written, designed and delivered to the target audience. The e-learning courses cover the subject areas of 21 st century skills and crowd-funding and are addressed to women who want to improve their place into workforce or wish to turn an idea of theirs into reality. Before the design phase of the e-learning courses, a quantitative and qualitative research was conducted simultaneously in four European countries (Norway, Sweden, Spain and Greece), with the aim to understand: the target audience level of awareness on the relevant subjects (21 st century skills and crowd funding) the target audience learning preferences. This paper presents the main results of the research, which was conducted in Greece and focuses on the second aim of the research, the learning preferences of the target audience, since these findings are directly linked to the next phase of the project, the design of the e-learning courses, in order to suit the learning needs of the audience. The research was realised in two phases. First, a pilot quantitative research was conducted through a questionnaire that was distributed to the target audience. The questionnaire was the same for all countries and was designed by the Lifelong Learning Centre of the University of Strathclyde. After two months, a qualitative research was realised through a specialized focus group. The results between the two phases of the research matched and helped in a significant degree the authors and the instructional designers of the e-learning courses.
The current paper describes the process of the instructional design and creation of the Digi-Fem MOOC, a European Erasmus+ funded project. The aim was to produce and develop online e-learning materials suitable for the needs of the target group, as well as to develop innovative online learning content, e.g. video courses, animation, scenarios, etc, in order to help young women to develop entrepreneurial skills. After a short introduction regarding the types and the philosophy of MOOCs, we present the aims, the design and the creation of the Digi-Fem MOOC.
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