Abstract
New critical educational issues arose during the implementation of distance education in the COVID-19 period. One of the most serious was the lack of non-verbal communication between students and teachers during distance education, as the physical contact of teaching was "mediated" by the digital environments of synchronous and asynchronous education. In this paper, we first describe and then take the first steps to fill this gap by designing non-mandatory descriptive methods for distance communication. To achieve this, we use conceptual representations and examine material by the real participation of Vocational Education and Training students in synchronous and asynchronous online environments. We present examples of verbal and non-verbal communication from student participation, using specific online applications, namely Mentimeter.com Hot Potatoes, and Wonder.me. Moreover, through the overall analysis of the issue, we illuminate the dynamic changes in the field of education, both due to the digital transformation of the institutional structures and to the change in attitudes and characteristics of students that result from these transformations.
Highlights
New critical educational issues arose during the implementation of distance education in the COVID-19 period
Tο study on the lack of non-verbal communication between students and teachers during distance education, we focus on two directions
The interest is focused on conceptual representations of the communication mechanisms mainly in Vocational Education and Training (VET)
Summary
The spread of COVid-19 and the consequent effects of the pandemic internationally has set an unprecedented stage for all organized education systems. We follow the participation of students in distance education (synchronous and asynchronous environments) who use the online environments “Mentimeter.com”, “Hot Potatoes”, and "Wonder.me" Even though these applications had not been extensively utilized by the Greek educational community before, we expect that in the coming years the use of these tools will increase in the educational and scientific communities. Crucial to understanding the proper use of conceptual models and to developing our proposed strategy This methodology is a frequent practice in many fields, special for technology and communications tools. If a team or an educational organism (for example Ministry of Education) plans to organize educational systems (computer or communication tools) for digital services, must «introduce or apply» in the final plan, elements of real didactic experience as metamodels
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