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D. Pappa, C. Makropoulos, V. Pitsilis

NCSR Demokritos (GREECE)
The proposed paper discusses the implementation of technology-mediated active learning in the context of higher education. Active learning, described as learning through the active participation of students, has received considerable attention in recent decades. The term broadly describes a student centered approach, in which the responsibility for learning is placed upon the student, often working in collaboration with their peers (group assignments, discussions, think pairs, etc). The pedagogical merits of active learning for universities have long been acknowledged, as well as its challenges (e.g. in Johnson, et al., 1998;Bonwell & Eison, 1991; Prince, 2004). Active learning can increase student achievement and create positive relationships among students. Nonetheless, for many educators there remain questions about what active learning is and how it can be effectively implemented. Technology can further enhance the advantages of active learning, providing significant improvements with regards to the structure and nature of teacher-student, student-student and teacher-teacher collaboration within and between universities and enable a variety of formal and informal learning settings, designed to create a variety of cognitive, social, and behavioural impacts on students.

In the present work we identify and discuss the important dimensions of technology-mediated active learning from the perspective of the involved stakeholders.

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