Thanassis Karalis

‘Lifelong education in Greece: recent developments and current trends

This article concerns recent developments and current trends in lifelong education in Greece, specifically those related with funding from European Social Fund (ESF). The analysis undertaken focuses mainly on (a) the expansion of continuing training activities in Greece during the past ten years and the development of new training organizations as a result of ESF funding, (b) the establishment and operation of the Open University and (c) the establishment of Institutes of Lifelong Learning in Greek universities.

Student Mobility from a Greek Perspective: Benefits and Difficulties as Expressed by the Participating Students

This article presents the case of student mobility through the ERASMUS programme at the University of Patras in Greece. Through research based on official records, questionnaires and interviews with students of the University of Patras who participated in mobility programmes during the period 2000–2005, this article examines the way Greek students perceive their participation in the ERASMUS programme, the problems and difficulties they encounter as well as the benefits they deem they derive from their participation.

Situated and transformative learning: exploring the potential of critical reflection to enhance organizational knowledge

Purpose – The purpose of this paper is to discuss a combination of basic elements of two different and contemporary approaches to learning in enhancing knowledge in organizations.Design/methodology/approach – The paper is based mainly on a literature review trying to combine elements of two different approaches of adult learning.Findings – Although situated learning and transformative learning start from different viewpoints, they can be combined in the making of the reflective practitioner and professionalOriginality/value – The proposal presented here shows that critical reflection can assist in developing a more effective gradual entrance for newcomers in a professional environment.

Continuing medical education revisited: theoretical assumptions and practical implications: a qualitative study

BackgroundRecent research has evidenced that although investment in Continuing Medical Education (CME), both in terms of participation as well as financial resources allocated to it, has been steadily increasing to catch up with accelerating advances in health information and technology, effectiveness of CME is reported to be rather limited. Poor and disproportional returns can be attributed to failure of CME courses to address and stimulate an adult audience.MethodsThe present study initially drew on research findings and adult learning theories, providing the basis for comprehending adult learning, while entailing practical implications on fostering effectiveness in the design and delivery of CME. On a second level, a qualitative study was conducted with the aim to elucidate parameters accounting for effectiveness in educational interventions. Qualitative data was retrieved through 12 in-depth interviews, conducted with a random sample of participants in the 26th European Workshop of Advanced Plastic Surgery (EWAPS). The data underwent a three level qualitative analysis, following the “grounded theory” methodology, comprising ‘open coding’, ‘axial coding’ and ‘selective coding’.ResultsFindings from the EWAPS study come in line with relevant literature, entailing significant implications for the necessity to apply a more effective and efficient paradigm in the design and delivery of educational interventions, advocating for implementing learner-centered schemata in CME and benefiting from a model that draws on the learning environment and social aspects of learning.ConclusionsWhat emerged as a pivotal parameter in designing educational interventions is to focus on small group educational events which could provide a supportive friendly context, enhance motivation through learner-centered approaches and allow interaction, experimentation and critical reflection. It should be outlined however that further research is required as the present study is limited in scope, having dealt with a limited sample.

Integrating Adults’ Characteristics and the Requirements for Their Effective Learning in an e-Learning Environment

Learning technology, through e-learning, allows adults to adapt learning to their own time, place and pace. On the other hand, the adults’ specific characteristics as learners and the requirements for their effective learning must be integrated in the design and the development of any learning environment addressed to them. Adults in an online environment have also to deal with new barriers related to access to the courses, the sense of isolation and the sense of immediacy with educator and other learners. This paper is dealing with the way through which an online environment can overcome these barriers and can integrate adults’ characteristics and requirements for effective learning. The use of the appropriate communication tools by designers, developers and educators seem to provide the answers as these tools promote immediacy and interaction, both considered very important factors in online educational environments and affect the nature and the quality of communication and learning.

Using the Teaching Perspectives Inventory (TPI) to examine the relationship between teaching perspectives and disciplines in higher education

Abstract This study examined the relationship between different views of teaching and dimensions that differentiate academic disciplines. A total of 114 academics within Greece and 127 academics from similar disciplines but other countries were compared using the Teaching Perspectives Inventory (TPI). Distinctions among disciplines for both groups were based on Biglan’s 3-dimensional classification (Pure/Applied; Hard/Soft; Life/non-Life). The objective of this study was to examine to what extent the teaching perspectives of the academics differ from one classification category to another. Greek academics represented participants in 15 departments across 9 universities throughout Greece, while the international sample was drawn from the TPI database. Statistical analysis indicated better differentiation of Biglan’s classification for its Life/non-Life dimension than for Pure/Applied or Hard/Soft between the combined samples for four Teaching Perspectives: Transmission, Developmental, Nurturing and Social Reform. No perspectives differences existed for Biglan’s Hard/Soft categorisation, although Greek professors were significantly higher in Soft rather than Hard disciplines in the Developmental, Nurturing and Social Reform perspectives compared to their global counterparts. They also demonstrated overall higher ‘Transmission’ scores. The authors conclude that disciplinary differences are real, but that they are small compared to the interpersonal ones or even to the international ones. The relationships between the teaching perspectives and Biglan’s classifications are further discussed.

Motives and Barriers of Adults Learners in Initial Vocational Education in Greece

This paper examines motives and barriers of Adults Learners in Initial Vocational Education in Greece. The research involved 80 participants who attended educational programs at publics I.E.K. in Greece. The data collection was carried out by using the PRB Questionnaire (Participation-Reason-Barriers). The results of this study showed that participants attend education programs/seminars in order to become more efficient in their work, to obtain certificate of attendance and to satisfy their interest in learning. The efficiency at work was introduced as the most significant motive. On the other hand, barriers that prevent participation in a seminar/ program are the cost of participation, the lack of transport to the seminar venue, the lack of information and lack of awareness of seminars held; among these barriers the most important one, is the cost of participation.