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dc.contributor.author
Tsernaki, Georgia
en
dc.date.accessioned
2022-06-14T10:06:41Z
dc.date.available
2022-06-14T10:06:41Z
dc.date.issued
2022-06-14
dc.identifier.uri
https://repository.ihu.edu.gr//xmlui/handle/11544/29965
dc.rights
Default License
dc.subject
Distance education
en
dc.subject
Interactive e-learning
el
dc.subject
Adults e-learning
el
dc.subject
Game based learning
el
dc.subject
Collaborative learning
el
dc.subject
Digital age
el
dc.title
Interactive e-Learning in English Language Teaching for Adults
en
heal.type
masterThesis
en_US
heal.creatorID.dhareID
3305190052
heal.generalDescription
This dissertation was written as part of the MSc Program in e-Business and Digital Marketing I attended at the Hellenic University of Thessaloniki. Regarding the digital new age we traverse and the major changes technology has brought to every single aspect of our lives, this thesis aims to examine how online education and more specifically the e-learning of the English language can be more interactive to adults.
en
heal.dateAvailable
2022-05-22
heal.language
en
en_US
heal.access
free
en_US
heal.license
http://creativecommons.org/licenses/by-nc/4.0
en_US
heal.recordProvider
School of Science and Technology, MSc in e-Business and Digital Marketing
en_US
heal.publicationDate
2022-01-07
heal.abstract
This dissertation was written as part of the MSc Program in e-Business and Digital Marketing I attended at the Hellenic University of Thessaloniki. Regarding the digital new age we traverse and the major changes technology has brought to every single aspect of our lives, this thesis aims to examine how online education and more specifically the e-learning of the English language can be more interactive to adults. In order to withdraw valid results, it was necessary first to refer to relevant recent literature. For this reason, the bibliography includes 53 scientific papers and 2 books. The theoretical part of this thesis emphasizes the pros and cons of e-learning and the new technology that can be used so as to increase interaction and student participation. Also, there is a thorough analysis of different learning approaches such as collaborative and game-based ones. Based on our findings, learning-based emotions and achievements are correlated with different online learning tasks including a kahoot game, split room collaboration and educational video. Positive but also negative emotions (attention, enthusiasm, anxiety) positively affect learning achievements such as comprehension, knowledge acquisition etc. However, these correlations present differences between age groups, language level groups, prior online experience etc, all of which are analyzed in detail in the results section.
en
heal.advisorName
Tzafilkou, Katerina
el
heal.committeeMemberName
Karapiperis, Dimitrios
en
heal.academicPublisher
IHU
el
heal.academicPublisherID
ihu
en_US
heal.numberOfPages
121
en_US


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