Abstract
Distance teaching process as a result of the sudden, immediate and without prior design implementation of online education in Greece is the subject of this study. The combined use of synchronous and asynchronous teaching, teachers’ insufficient training to efficiently meet the requirements of the new teaching method because of the pandemic and the suspension of the operation of school units, as well as the necessary electronic equipment that teachers and children needed are considered important factors that caused stress, fear, reluctance, discomfort, etc. However, after the participation in the distance teaching process, the question arises: what is the opinion that the involved parties (teachers, children, parents) shaped about distance education? Is it a positive or a negative one? Would they wish to see face-to-face teaching being replaced by distance teaching? Were there any advantages and disadvantages during its implementation? If yes, what were the most important ones in each case? This study attempts to answer these questions.
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