No abstract

Many studies investigated the use of collaboration at conventional teaching environment in different educational levels. The present study examines students’ behavior during a collaborative assignment in an online learning environment in higher education. Data were collected by graduate students who were attending a course at a distance learning master degree program in Special Education. The developed group dynamics and students’ beliefs about their role during the activity were “revealed” by their reactions to the discussion forum, their private e-mails to the instructor, their activity at the platform and their contribution on the assignment, for which the wiki tool was used. Results indicated that although students were at the same time in-service or pre-service teachers at primary and secondary education and they were expected to implement group work at their teaching, they had low self-efficacy beliefs in using it as students in online learning environment. Their major difficulties were related with their fear about possible negative consequences concerning their marks due to other members’ behavior and the lack of experiences. Suggestions on how the group work and the collaborative assignment can be integrated more effectively in an online learning environment in higher education courses are discussed

This study provides a zoom-out perspective of higher education students’ experiences related to the emergency remote learning (ERL) following the first lockdown due to the COVID-19 pandemic as captured by a national, in-depth survey administered to all higher education institutions in Cyprus (different fields of study and educational levels). Quantitative and qualitative analyses of the data collected from 1051 students provide valuable information and insights regarding learners’ prior technology background and level of preparedness for online learning, the challenges and benefits of ERL and how they would like their online learning experience to be improved in case of future ERL. The results underline that students’ knowledge of and self-efficacy in using e-learning tools do not directly equate to being a digital learner equipped with necessary digital skills such as self-regulation to fully benefit from online learning. The educational disparities caused by inequalities in access and accessibility to high-quality education laid bare by the pandemic stressed the need for online environments that would afford quality learning for all learners. Online learning demands are discussed in the article, as well as implications for research, practice and policy making.

Purpose -The purpose of the study is to explore parents' level of awareness in relation to the threats that children are exposed to when using the internet. Additionally, it explores the parental interest to raise their awareness on internet use and threats, as well as investigating their interest in establishing household environment safety measures in their household and a secure internet system in order to protect their children. Design/methodology/approach -The study employed a mixed method approach where quantitative and qualitative data were collected (Creswell). Questionnaires were used to collect the quantitative data and focus groups were organized for the qualitative data collection. The study's target population consisted of parents in two major cities in Cyprus, Nicosia and Larnaca. Non probability sampling was used to distribute 400 questionnaires to parents. The response rate was 55 percent, since 220 completed questionnaires were returned. The focus groups were organized as soon as the results of the questionnaires were analyzed. Eight focus groups (four focus groups with parents and four focus groups with children) were organized. Findings -The results of the study are grouped in the following categories: internet uses, internet dangers and children, parents' awareness on internet dangers, parents' concerns, parents' experience with internet dangers and productive measures. Originality/value -The study provides practical and scientific implications related to raise parents' and students' awareness on internet safety, explaining the role of the various stakeholders involved.

Mobile devices are everywhere and mobile learning has emerged as a potential educational environment; however it is relatively new to Cyprus educational system. The purpose of this research work is to assess and determine the readiness; and evaluate the viability of integrating mobile technology in Cyprus higher education level. To address the above, a mixed method approach is employed making use of quantitative and qualitative data from faculty members working in three private universities in Cyprus. Faculty reactions were mixed with some of them seeing the benefits for mobile learning while others have doubts. The results summarize the technological and pedagogical aspects to be considered prior integrating mobile devices. Additionally, the study supports that one of the major barriers to educators is the lack of understanding regarding mobile devices integration in the teaching and learning process. Finally, there is a need to develop well-defined and well-structured requirements for mobile integration in the classroom