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(, , ). . 19 (20) (posters). . . , . , .. , , , , . 20 18. , . . , 21 , , , , . , . . , , , , , , - , , , , .. , , , , . , , , 21 19. , . .22 20. ...., . , 2001, 164 - ... Dakar, , , 2015, , , , , , , , , , . . . , . . , , . . ; , . . 23 21. . , , . , - , , , , , - , , , , , . , . , . , . . 24 22. , . . 30 Christopher Ball(1985) Fitness for Purpose , , ; Ball , , . , , , , , , , , . , , . , , . , , , , , . , . Dr Peder Haug . 25 23. . , , , , . , , , 19 , , . (1) : , , , , , (2) - , (3) (4) , . , . , () () , , . , . . , , ( ) . , . 26 24. , . . , , , , .. ... : , , , , . , , , . , . 1960, , -, . , , , 27 25. , , . , , , : ) , , , , , , , , , , . ) , , . ) , , . , , , . ) , , , ) , , , , ..., . - : ) , 2011 , 5% ..., , 3,1% 2,7%, 2012 . ) 4 , -1, ..., 28 26. , ...., , . ) , , ..., , , , , . , .. . .., , , . ) .. 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Standards and Indicators in Institutional and Programme Accreditation in Higher Education. Paper for UNESCO-CEPES. . . ) ) . , . (EUA) 39 37. Abstract The quality assurance in education is based on the terms and conditions which underlie the holding of teaching and research. Among the terms and conditions, the development of a quality culture is included, which arouses two questions: a) How the educational organizations comprehend the role and the meaning of quality culture and b) which practices they adopt for its development. In universities, the quality culture and its development as a concept shared sense of acceptance and belief of continuous improvement of the educational process is distinguished mainly by two different assumptions. Therefore universities today use a combination of these different data views. The European University Association (EUA) in its effort to contribute to the quality assurance elaborated a study for the development of an internal quality culture with the aim to create a framework for common action in the European Area of Higher Education (EHEA). .... 20, .. 10680 . 2103688457 , Fax 2103688468 kfassoul@primedu.uoa.gr ( 407/80) .... / koutro@math.uoa.gr .... vasfasoulis@ primedu.uoa.gr40 38. , , , . (, , , ) (, , ). , , , , , , , , ( 2007). , (Vidovich 2001) / (Harvey & Green 1993). 90 , (excellence standards), - (fitnes for purpose), (value for money), (quality assurance), (quality assessment), (quality improvement), (quality management), (quality monitoring) (total quality control) (Van Damme 2000, Knight & Trowler 2000, Ursin 2007, Harvey & Stensaker 2008). , 41 39. , (risk management), - (, , , , ) (Morley & Rassol 2000, Borraz 2007). 90 (quality education) (quality in education). (Grek et al. 2009, Ozga 2011, Pasias & Roussakis 2012a). 2000 ( , ) , , , , (Grek 2008:213). 2000 . ( ) (, , ) (Novoa & Lawn 2002, Room 2005, 2005) (Grek 2008) , (standards), , ( 2005, Lawn 2011). 2000 (--), , ad hoc , , , , , ( 2007).42 40. , , - , ( & 2012, Pasias & Roussakis 2012b). To , - , , : ) , , (, , ) (Gibbons et al. 1994, Hellstrm & Raman 2001, zga 2008). ) / , , , , , -, (Bleikley 1998, Deem & Brehony 2005, Ball 2009). ) (Governance turn) (government) (governance) (Ozga 2009) (soft governance) (Lawn 2006, Yat Wai Lo 2011) / (governance/ steering at a distance) ) (Vidovich 2002). , (Quality Type I), , , (Quality Type I) (Knight & Trowler 2000, Ursin, 2007).43 41. Benchmarking Standardization & Audit culture Audit society Managerialism New Public Management Neoliberalism Evaluation Assessment Evaluative state Accountability New Governance Governmentality Surveillance Performativity Quality as a network of discourses and practices, Quality Assurance Quality control Accreditation Effectiveness Efficiency & Governance and Steering at a distance Open Method of Coordination International QA Agencies National Stakeholders & - Academic development and improvement Student satisfaction Fitness for purpose , , / Knowledge & Markets/consumers Innovation Value for money Teaching & Learning Institutional research , , , , : ) , 44 42. , (OECD, WB, IMF, WTO/GATS) (expertise, eurocrats), (entrepreneurial rationale) (Rutkofski 2007). - . , , , , ( ) ( ) ! , , , , , ( 2007). ) (audit culture) (Strathern 2000) (society of control) (Power 1997) (Martinez 2011), , , , ( 2005). 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Quality assurance in Australian higher education: globalization and steering at a distance.In: Higher Education, 43(30,391-408. Yat Wai Lo, W (2011). Soft power, university rankings and knowledge production: distinctions between hegemony and self-determination in higher education. In: Comparative Education, 47:2, 209-222 , & , (2012). : , . : . (), , 7 .. (1921/11/2010), , ( ).Abstract This paper examines critically the ideotype of quality in the frame of the European Union discourses and policies. It consists of three sections: The first section refers to the concept quality in the context of a measurable Europe 50 48. , of Knowledge. The second section reviews quality as a network of discourses and practices influenced by an economic technocratic-managerial rationale. In the third section, the audit/quality nexus in the context of a policy by numbers colonization of the European education policy space is examined. , .., , , 157 03, . 210-7277500. gpasias@ppp.uoa.gr51 49. 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Everard, K.B. & Morris, Geoffrey (1999). / . . : . , (1999). . : -, - , , , (. 232262). : . , (1999). , . : . , (1999). - (. 13-43). : , 21. 58 56. () . : -, , , , , (. 47-65). : . , & , . (1999). . : -, , , (. 13-43). : . , (1986). , : . , 27, 10-16. , (1999). . : , , , , , (. 115-160). : .Zusammenfassung ( ) Thema dieser Arbeit ist das Qualittsmanagement in Bildungsinstitutionen durch die Verknpfung von interner Bildungspolitik und interner Evaluation. Zunchst kommt die Festlegung der Bedingungen fr die interne Bildungspolitik und interne Evaluation und weitere Highlights der Beziehung und Interaktion zwischen den beiden Achsen, interner Bildungspolitik und interner Evaluation. Die praktische Anwendung dieser beiden Achsen fhrt zu einer Verbesserung der Qualitt und Effizienz der Bildungseinrichtungen durch die strategische und funktionale Planung ihrer Aktionen. () .., MA, Md, . 2, 11525 . 2106982104 6937656700 melinalaina@yahoo.gr59 57. : , , , , , . , . , . , . , , , . 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UNESCO, (2005) EFA global monitoring report 2005: Education for All, the quality imperative. Paris: UNESCO. Vlasceanu, Lazar, Ggrnberg, Laura & Parlea, Dan (2007) Quality assurance and accreditation: A glossary of basic terms and definitions, Bucharest: UNESCO. , & , (2011) K E . . .. (.), & : , : , 113-124. (2000) , , , 30.10.2000, SEC(2000) 1832. (2008) , 23 2008, , 2008/C 111/01. , (1991) / . , : .Abstract he quality of education stimulated through international organizations, implemented by national governments, supported by specialized agencies 67 65. and promoted by transnational programs has been one of the most dominating ideas of the latest years which, in particular, is heavily influencing the funding and development of adult education. In this context a qualitative analysis of documents reporting on policies and quality systems developed and applied in many European countries were carried out. A content analysis applied to these texts elucidated, through close examination of their content and language, how quality issues concerning adult education are conceived and approached by its stakeholders. This analysis yielded many interesting findings concerning perspectives of, and approaches to quality of adult education. Two of the conclusions drawn from these findings are singled out and shortly presented in this paper. First, a clear and explicitly worded definition of quality is rarely found in the policy documents and analyses papers which introduce and establish quality control systems and standards in adult education structures and activities. Second, instead of a definition, the concept of quality is operationally deduced by the adopted criteria and standards which are incorporated in a variety of established quality control and assurance systems. That is, the concept of quality is defined indirectly by the operations for its control. The confirmed by our analysis avoidance of presenting an explicit definition of quality and thus declaring a consequent approach to its assurance by the main actors of adult education may be attributed, in our view, to particular pursues of using quality as a vehicle for imposing a technology of controlling structures and subjects in adult education. - 10 15231, . . 210 6983547 egian@tutors.eap.gr ..... 13, 106 80, . 210 3688519, 210 3688510 dchasapis@ecd.uoa.gr68 66. , : : , 3 (Self Directed Learning SDL) . R. Garrison, . -: , , (Self Directed Learning), Garrison : ) SDL , ) SDL R. Garrison, ) SDL , ) SDL Garrison, ) , . 3 () 2011, (). 3 (, ), . 3, : ) 69 67. (18 2009), ) / (2010) ) . , 15 , (, 2011). 5 : , , . , . (, 2011) Self Directed Learning (SDL) SDL, 1975 Knowles: , , , , , , (Knowles 1975: 24). SDL 1971, Tough . , , (Tough, 1971). , SDL (Merriam, 2001). SDL , (Brookfield 1986 Garrison, 1997). Brookfield (1986) SDL , . (Brookfield 1986, Merriam & Caffarella, 1999). 1985, Mezirow SDL , . (Mezirow 1985 Garrison, 1997). 70 68. , : 1991, Brockett & Hiemstra SDL , , , (Brockett & Hiemstra, 1991). 1992, Garrison SDL . (Garrison, 1992 Garrison, 1997). O Hiemstra 1994, SDL. To SDL , . , . (Hiemstra, 1994). 3.1 SDL - Garrison SDL Garrison Selfdirected learning: Toward a comprehensive model. SDL, ( ), ( ) ( ), (Garrison, 1997). 1: Garrison : Garrison, R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly , Garrison. 71 69. ( self management) . , . , (facilitators) . ( ). . , , . ) , (proficiency), ) (resources) ) (independence) , , (Garrison, 1993). . . . (self monitoring) . . . . , . . . 72 70. , : . (Butler & Winne, 1995). ( ) . . ( ) . . (Howe, 1987:145) , ( ) ( ). Corno (1989): . , . . , , , . . , . Corno (1993) . . SDL. , . . , 73 71. . . .Self Directed Learning, & Self Directed Learning Readiness Scale (SDLRS) Guglielmino, : , . . . . . , , . . (Guglielmino 1978:73 Guglielmino, et al., 2009). , , (Guglielmino, 1978). International Journal of Self-Directed Learning, Guglielmino , , (Guglielmino, et al., 2009): ) SDL ( SDLRS ) , . ) SDL. SDLRS , . , . ) 74 72. , : . 162 500 (Inc. Magazine) , SDLRS (248,6) 214. ) , , . , , , . ) , , George Washington Carver, Marie Curie, Benjamin Franklin, Bill Gates . , , . , SDL , , . . , , . Garrison, . , , . (blended), . LOT Houses (LLP EACEA Pilgrimage Project, 2010). : , . , , , . . 75 73. , . , , , . . , . (Garrison, 1997). , SDL . , (, 2011), SDL . . : 1 = SDL SDL . 2 = SDL. = 1/2 , , , ; (Guglielmino et al., 2009) Brockett, Ralph & Hiemstra, Roger (1991). Self Direction in Adult Learning. London: Routledge. 12/8/2011 : http://www-distance.syr.edu/sdlindex. html Brookfield, Stephen (1985). Analyzing a critical paradigm of self directed learning. San Fransisco: Jossey-Bass. Brookfield, Stephen (1986). Understanding and facilitating adult learning. San Fransisco: Jossey-Bass 76 74. , : Butler, Deborah & Winne, Philip. (1995). Feedback and self-regulated learning: A theoretical synthesis. In: Review of Educational Research, 65, 245-281. Corno, Lyn (1989). Self-regulated learning: A volitional analysis. In: Zimmerman Barry & Schunk Dale (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice, 111-141. New York: Springer-Verlag Garrison, D. Randy (1992). Critical thinking and self-directed learning in adult education: An analysis of responsibility and control issues. In: Adult Education Quarterly, 42, 136-148. Garrison, D.Randy (1993). An analysis of the control construct in self-directed learning. In: Long, Huey (Ed.), Emerging perspectives of self-directed learning. Oklahoma: Research Center for Continuing Professional and Higher Education of the University of Oklahoma. Garrison, D. Randy (1997). Self-directed learning: Toward a comprehensive model. In: Adult Education Quarterly, 48(1), 18-33. 10/9/2011 : http://www.udveksling.com/MenSpr2010/theory.php.pdf Guglielmino, Lucy M. (1978). Development of the self-directed learning readiness scale. (Doctoral dissertation, University of Georgia, 1977). Dissertation Abstracts International, 38, 6467A. Guglielmino, Lucy M. et al. (2009). Self-Directed Learners Change Our World: SelfDirected Learning as a Force for Innovation, Discovery, and Social Change. In: International Journal of Self-Directed Learning, 6(1), 11-30. 27/9/2011 : http://www.oltraining.com/SDLwebsite/IJSDL/IJSDL6.1-2009.pdf Hiemstra, Roger (19942). Self-directed learning. In: T. Husen, Torsten & Postlethwaite, Neville (Eds.) The International Encyclopedia of Education. Oxford: Pergamon Press. Howe, Michael (1987). Motivation, cognition, and individual achievements. In: De Corte Erik, Lodewijks Hans, Roger Parmentier & Span Peter (Eds.), Learning and instruction, 1, 133-146. Knowles, Malcolm (1975). Self-Directed Learning: A Guide for Learners and Teachers. New York: Association Press. LLP EACEA Pilgrimage Project (2010). From knowledge transfer to autonomous learning. Situation analysis Austria. EU: Lifelong Learning Programme Education, Audiovisual & Culture Executive Agency. 10/11/2011 : http://www.pilgrimage-project.eu/www/docs/autonomous_learning_austria. pdf Merriam, Sarah (2001) Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. 12/9/2011 : http://www.personal.psu.edu/khk122/woty/Androgogy/Merriam 2001.pdf Merriam, Sarah & Caffarella, Rosemary (19992). Learning in Adulthood. San Francisco: Jossey-Bass. Mezirow, Jack (1985). A critical theory of self-directed learning. Brookfield, 77 75. Stephen, Self-directed learning: From theory to practice San Francisco: JosseyBass. Tough, Allen (19711). The adults learning projects: A fresh approach to theory and practice in adult learning. Toronto: Ontario Institute for Studies in Education. 17/9/2011 : http://ieti.org/tough/books/alp.htm (2011). 3 - . . 20/8/2011 : http://www.gsae.edu.gr/images/ stories/plaisio.pdf.Abstract The present study focuses in the fifth principle of quality of national frame p3 and it proposes Self Directed Learning, as an innovative educational method that can promote the creativity and the autonomous learning. It presents the model of professor R. Garrison, for her application in a program of education of adults. 89, 17671 .: 210 9549284 Fax: 210 9549292 csofian@hua.gr MSc . . & 26, 59300 : 2333028067, 6973309051. Fax: 2333027731 computerland.edu@gmail.com78 76. , , 2 10 21 , , (, 2011). , . . , , (). , .. - DIN () NVQ (. ). . 1. () (, 2008).79 77. Gilmour Hunt (1995: 35) . (Toeremen, F., Karaku, M. & Yasan, T., 2009: 30-44) () . (Konidari Abernot 2006Q8-26). ( ) : (Gao Yan Yan 2007:2-5). ( ., ., .,..2005:65-78). /- (Al Sadi 2002:12-17). (Lewis Smith 1994:17-25). . , ISO , . (Emery, Krammer Tian 2001: 110-115 . (Morley 2001: 131-138, Halbesleben, Becker Buckley 2003:255-257), , - . , , (Eagle Brennan 2007:44-60). H , . 80 78. , . , (Boyd, D., Apps, W., Associates. 1980:48-61). () .. , . 2. . 1981, . , , . . (...) (, 2008). .. : . . To KEK , . : . . . 81 79. . , , . . ISO 9000 Brown Wiela (1996:57-72) , . Alderman (1999:73-94) Van den Berghe (1997: 12-16) , . ISO , Peters (1999 . . Thonhauser 2008Q 333-349) ISO 9000 , . Waks Moti (1999:249-259) , - . Dawson Palmer (1995:11-19) . , , . . , , - (, ) - , , , . (). 82 80. , , . Hammersley (1999:116-129) . (Tuchman 1972 . . Cohen,L. . 2008:115-118). - : . ()- - - - , . . 10 ( , , , / . . , : 1 4 3 2 83 81. : : , . . : . : . . : . . ( 2003: 69-73) , , , . : . 84 82. , : : - - , . . 1. . 2. , , .. 3. .85 83. : 4. 5. . 6. . 7. -. , . 8. . , , 9. . 10. - 11. . 12. . 13. 14. , , ., . 15. .86 84. , : . , . .. . . .. (, 2011). : 1. 2. 3. ... , , . , . (2003). . : , (2011). Management project. 23 (2), 11-19. , (2008). Management . : Hammersley, Martin. (1999). , . : 87 85. Coen, Louis, Manion, Lawrence. Morrison, Keith. (2008). . : . Al-Sadi, Jehad.(2007). Investigating the Assessments Process and Students Feedback on the M206 Course: Computing: an Object Oriented Approach. Arab Open University-Jordan Aderman, Geoffrey.(1996).Quality Assessment in England: a warm in the bud? Gold Coast Australia: Paper presented at the 8th international Conference on Assessing Quality in Higher Education. Boyd, Robert, Apps, Jerold and Associates. (1980). Redefining the discipline of adult education. San Francisco: Jossey-Bass. Brown, Alan. and Wiele, Ton.(1996). A typology of approaches to ISO certification and TQM. Australian Journal of Management, 21(1), 57-72. Dawson, Patric., & Palmer, Gill. (1995). Quality management. Australia: Longman. Drossos, Lampros., Vassiliadis, Basilis, Stefani, Antonia, Xenos, Michael., Sakkopoulos, Evangelos., Tsakalidis, Athanassios. (2005).Introducing ICT in a traditional higher education environment: background, design and evaluation of a blended approach. Pre-print version of the paper published at International Journal of Information and Communications Technology Education (IJICTE), Vol. 2, Issue 1, pp. 65-78. Eagle, Lynne. and Brennan Ross,(2007). Are students customers? TQM and marketing perspectives. Quality Assurance in Education, 15 (1), 44-60. Emery, Charles, Krammer, Tracy and Tian, Robert. (2001).Customers vs products adopting an effective approach to business students. Quality Assurance in Education, 9 (2), 110-115 Gao Yan-yan. The use of TQM in Accounting Education 24/11/2009 : (http://www.lilydale.swinburne.edu.au/forum/documents/2007/Gao_Yanyan. pdf Gilmour, Peter, & Hunt, Robert. (1995). Total quality management. Australia: Longman. Halbesleben Jonathon, Becker Jenn Buckley Ronald.(2003). Considering the labor contributions of students an alternative to the students-as-customer metaphor. Journal of Education for Business, 78 (5), 255-257. Konidari Victoria, Abernot Yvan. (2006).Another way for quality management in educational institutions. International journal of Quality &Reliability Management, 23(1), 8-26 Lewis, Ron and Smith, Bod. (1994). Total Quality in components Higher Education. St. Lucie: Press, Delray Beach, FL. Morley, Luise.(2001). Producing new workers: quality, equality and employability in higher education. Quality in Higher Education, 7 (2), 131-138. Thonhauser, Theresa. (2008). Factor that relate to the time to ISO 9000 registration in education institutions. School Effectiveness and School Improvement, 19(3), 333-349. 88 86. , Toeremen, Fatih, Karaku, Mehmet. & Yasan, Tezcan. (2009) Total quality management practices in Turkish primary schools, Quality Assurance in Education, 17, 3044. Van den Berghe, Wouter. (1997). Application of ISO 9000 standards to education and training: interpretation and guidelines in a European perspective. Thessaloniki: CEDEFOP. Waks, Shlomo. Moti, Frank. (1999). Application of the total quality management principle and ISO 9000 standards in engineering education. European Journal of Engineering Education, 24 (3), 249-259.Abstract Programs of vocational training for unemployed people or groups with special needs are the usual means to minimize employment inequalities among the members of our community and, further, to provide job opportunities for a better life. Obviously, the standards of such education are of great importance. For this reason a research was performed, among the students, teachers and staff of a specific KEK in Xanthi. The results of this research in relation to the answers given to special questionnaires, suggestions are made regarding the issues: decision making, dealing with complaints, monitoring the quality of the training procedure and evaluating the vocational program in coordination with all members of the KEK (students, trainers and staff) and the companies where the trainees had a practical training. Parts of these suggestions have already been implemented with promising results. , Ph. D., 76. 104 34 . +30 6945183693, vbrinia@aueb.gr , M.Sc., ... 130, 67100 +306976000665, nikos_sou@yahoo.gr89 87. : , , . , , , . , , . . , . , , , . . , , . . (Holmes, 2006: 210-213) 90 88. : . , , , . ( , 2005: 9-12) , . (, 2005:9-12) , . . (, 2005: 89-94). , . , . , , , , . , , , . ( , 2004) . , , . (Occasional Paper,2007) , . , , . ( 2005). 91 89. , . (,2000) , . . (, 2005) , , . . , .(,2005) . . . , . (, 2005) , . . , . ( , 2004) , . (, 2005) , . (, 2005) . , . , . , , . (, 2000) , , . . 92 90. : . (,2000) . , . (, 2005) , . , , , , , . , . (,2000) , , , . , ( ) . , , : , , , , , , . (,2006) . , 1 2006 , . , , , , , . (, 2006) 93 91. - . , , (-, 2004). , . , ( , , ) (European Commission,2002). , , , ( ), , . (, , 2009). , : , , , , . ( , 2010). , , , e-learning, (blended learning). , . , ( , 2004). , , ( , 2004).94 92. : , , . (Rogers 2002) , . , , . (, 2005) . . , , . (, 2009) , . (, , 2006) , . . , . (, 2001) . , (, 2005). . (, 2009). . , , . , , 95 93. (, 2005). , . Carl Rogers , , , (Rogers, 2002). , (, 2001). , , . , (, , 2006). , (, 2005). , . -, . (2004). : . 1 , , 234-242. , , (2006). . : , , ,135-140. Goldstein, Harvey (2006). Education for all: The Globalization of learning Targets, In: Adult Literacy, Numeracy and Language: Policy, Practice and Research. Open University Press. 96 94. : European Commission, (2002): European report on quality indicators of lifelong learning: fifteen quality indicators, Brusseles. -, (2004), : , : , : PROCEEDINGS of the PANHELLENIC COLLOQUIUM ON COUNSELING AND GUIDANCE, ... , 53-58 , (2000). . , , ... 26-69 Holmes, Andrew (2006). . . , .. , (2005). . : , 5, 4-8. , (2007). , . . , 8, 71-82. , (2009). , . : 1 , . 1, 351-357. , (2005). : . : . . , (2005). . : ,33,49-53. , (2006). : , . : : , , , 83-89. , (2004). : . : . 68-69, ... ,105-118. , (2005). , : . : 2 , . , 159-230. , (2001). , . : , 8, 105-111.97 95. , (2003). . : , 11, 35-45. Rogers, C.(2002). The international relationship in the facilitation of learning. In: Supporting Lifelong Learning. Volume1: Perpectives on Learning. Open Univercity. Tenn Lynn, (2006). Adult Literacies and Social Inclusion Practice, Research and Policy in Scotland. In: Adult Literacy, Numeracy and Language Policy, Practice and Research. Open University Press. (2010). . . , , o, (2009). , . : , 3, 32-43. , (2005). . : ASPECTS, 5, 9-12. Adults learners in Higher Education Barriers to Success and Strategies to Improve Results (2007). Employment and Training Administration Occasional. Paper 2007, 13-15.Abstract Adult education keeps growing and expanding rapidly, in Greece and generally in world. For that reason is necessary to search more qualitative Adult Education. This article describes the traits and skills of lifelong education. In the beginning is mentioned the general purpose of life long learning. Then describes the special characteristics of Adults and mention the ways of encouraging students to get such trains and skills. Also we try to define the quality in life long learning. Finally we present some techniques which aim at the development of adults social skill for the rest of their life. , , , . 6, , ..15354 .: 210 6042904, 6944175504, Fax: 210 6042904 Neklada@in.gr Neklada@gmail.com98 96. , , /, 2010-2011. / , 2010-2011. , , , , . Bandura (1997) -. (Printrich, Marx & Boyle, 1993). . 2010-2011, . , (Onwuegbuzie & Leech, 2006). . . Collins, Onwuegbuzie, 99 97. Sutton (2006) 13 . , , , (Leech, 2010). : , , : , , / . 1: 1. , 2010-2011, , , . . Newman (2003) , , . 2. /- /- . Johnson Christensen (2004) : ) , ( ) ( - ) ) , , ( , ). 3. / 100 98. , , /, 2010-2011. ; . Collins (2006) () : , , , . , . 4. / 1 Greene, Caracelli, Graham (1989). . 1: /- . , . , , /, . , . , . .: Greene, Caracelli, Graham (1989).101 99. (Green, et. al., 1989). / /- /- . , . 5. / /- /- : , ; 2: 6. 7. . . , (Onwuegbuzie & Collins, 2007). (Greene, 2008; Greene & Caracelli, 1997). 3: 8. , 98, , . : , ; ; ( & ) , . : 102 100. , , /, 2010-2011. () , (), () ; () , , Teaching Efficacy Belief InstrumentPreservice (STEBI-B) Bleicher (2004). (2010) , . STEBI-B 23 25 Science Teaching Efficacy Belief Instrument (STEBI) Enochs Riggs (1990). Bandura (1997) . : - () (. ,) () (. , ). Likert ( , , , ). /- / / . - -, Constructivist Learning Environment Survey 20 (CLES 20) Johnson McClure (2002). : (), (. . () ). (), , (. () ). 103 101. (), (. () ). CLES-20 20 5 ( , , , , ). . 9. : (), () (). , ) ) ) ( & ). 10. (legitimacy) (Onwuegbuzie & Teddlie, 2003: 354; Onwuegbuzie et. al., 2009: 16). Maxwell (1992) (setting) , , , . , (Johnson & Christensen, 2000: 200). 8. , 10 . , : 6 104 102. , , /, 2010-2011. (), 4 (). 10. : : - , ; - ; (Onwuegbuzie & Leech, 2007a, b) . 9. . () . . 10. . Maxwell (1992) . 10. (quantitizing) (Tashakkori & Teddlie, 1998: 126). , , - . (Dey, 1993). (Sandelowski, 2003: 234). Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company. 105 103. Bleicher, R. E. (2004). Revisiting the STEBI-B: Measuring Self-Efficacy in Preservice Elementary Teachers. School Science and Mathematics Journal, 104,383391 Collins, K. M. T., Onwuegbuzie, A. J., & Sutton, I. L. (2006). A model incorporating the rationale and purpose for conducting mixed methods research in special education and beyond. Learning Disabilities: A Contemporary Journal, 4, 67-100. Dey, I. (1993). Qualitative data analysis: A user-friendly guide for social scientists. London: Routledge. Enochs, l., & Riggs, I. (1990). Further development of an elementary Science Teaching Efficacy Beliefs Instrument. School Science and Mathematics, 10, 194-202. , M. (2010). . , , , . Greene, J. C. (2008). Is mixed methods social inquiry a distinctive methodology? Journal of Mixed Methods Research, 2, 7-22. Greene, J. C., & Caracelli, V. J. (1997). Defining and describing the paradigm issue in mixed-method evaluation. In J. C. Greene & V. J. Caracelli (Eds.), Advances in mixed-method evaluation: The challenges and benefits of integrating diverse paradigms (New Directions for Evaluation, No. 74, pp. 5-17). San Francisco, CA: Jossey-Bass. Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11, 255-274. Johnson, B., & Christensen, L. (2000). Educational research: Quantitative and qualitative approaches. Boston: Allyn & Bacon. Johnson, R. B., & Christensen, L. B. (2004). Educational research: Quantitative, qualitative, and mixed approaches. Boston: Allyn and Bacon. Johnson, B., & McClure, R. (2002). Validity and Reliability of a Shortened, Revised version of the Constructivist Learning Environment Survey (CLES). Learning Environments Research, 7, 65-80. Leech, Nancy, L. (January 1, 2010). Publication: Journal of Counseling and Development: JCD. Retrieved December, 10, 2011, from http://www.faqs.org/ periodicals/201001/1935536081.html#ixzz10n7uRVAW. Maxwell, J. A. (1992). Understanding and validity in qualitative research. Harvard Educational Review, 62, 279-299. Newman, I., Ridenour, C. S., Newman, C., & DeMarco, G. M. P. (2003). A typology of research purposes and its relationship to mixed methods. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioural research (pp. 167-188). Thousand Oaks, CA: Sage. Onwuegbuzie, A. J., Johnson, R. B., & Collins, K. M. T. (2009). A call for mixed analysis: A philosophical framework for combining qualitative and quantitative. 106 104. , , /, 2010-2011. International Journal of Multiple Research Approaches, 3, 114-139. Onwuegbuzie, A. J & Collins, K. M. T (2007). A typology of mixed methods sampling designs in social science research. The Quantitative Report 12, 281-316. Onwuegbuzie, A. J., & Leech, N. L. (2006). Linking research questions to mixed methods data analysis procedures. The Qualitative Report, 11, 474-498. Retrieved June 8, 2007, from http://www. nova.edu/ssss/QR/QR11-3/onwuegbuzie.pdf. Onwuegbuzie, A. J, & Leech, N. L. (2007a). A call for qualitative power analyses. Quality and Quantity: International Journal of Methodology, 41, 105-121. Onwuegbuzie, A. J., & Leech, N. L. (2007b). Validity and qualitative research: An oxymoron? Quality and Quantity: International Journal of Methodology, 41, 233249. Onwuegbuzie, A. J., & Teddlie, C. (2003). A framework for analyzing data in mixed methods research. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 351-383). Thousand Oaks, CA: Sage. Printrich, P.R., Marx, R.W., & Boyle, R.A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-199. Sandelowski, M. (2003). Tables or tableaux? The challenges of writing and reading mixed methods studies. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioural research (pp. 321-350). Thousand Oaks, CA: Sage. Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Applied Social Research Methods Series (Vol. 46). Thousand Oaks, CA: Sage. 2010-2011, . . O . This work concerns the description of the process of a mixed methods research, which conducted on students of Early Childhood Education of University of Athens, in 2010-2011, regarding the evaluation of the learning environment in an elective course Concepts of Science of the first half. The conduct was 107 105. based on widely used and valid research frameworks. The design of the study was sequential using nested samples and equitable concerning the quantitative and the qualitative phase. , , , 35, 10680. (& fax) 2108068822, 6934259820 45giallu@otenet.gr , , , 35, 10680, 210 3688407, bgialamas@ecd.uoa.gr , , , 31, 10680, 210 3688528, tselfesv@ecd.uoa.gr108 106. , , : , ) -, , --, ) , , , () , ) , -, , ) (Keegan, 1986/1990: 107-108, 111-114) , ) (Campion, 1996: 149, 154, 159). , , (Perraton, 1984/1988: 35, 38). : , , , , , , (Tait, 1995: 235). , / , : (Ljos & Sandvolt, 1984/1988: 292; Porter, 1997: 86), 109 107. (Keegan, 1986/1990: 114; Bates, 1995: 5, 13, 27), (Porter, 1997: 13-16), , , , , , (Ljos & Sandvolt, 1984/1988: 293; Holmberg, 1989/1995: 165, 171; Jarvis et al., 1998/1999: 102), (Porter, 1997: 13-16), (Bates, 1995: 14), (Ros i Sol & Truman, 2005: 89) , (Bates, 1995: 12, 13) (Milton, 2005: 255) (Holmberg, 1989/1995: 6), (Bates, 1995: 11) (Bates, 1995: 208) (Milton, 2005: 255), (White, 2005: 68), (Bates, 1995: 13), , (Weasenforth et al., 2005: 208), (Bates, 1995: 9), (Bates, 1995: 11), (Holmberg, 1989/1995: 168), (Bates, 1995: 10; Hurd, 2005: 15) , (Hurd, 2005: 15), (Hurd, 2005: 15), (Bates, 1995: 27) (Bates, 1995: 209), .. , .. , (Enoch, 1988: 80; Kymen, 1988: 104; Spronk & Radtke, 1988: 211; Willn, 1988: 222), (Bates, 1995: 9; Hurd, 2005: 15) (Bates, 1995: 209), 110 108. , (Holmberg, 1989/1995: 171): , .. , (Schramm, 2005: 241), (Hauck & Hampel, 2005: 265), chatting (Tudini, 2005: 227), ---- (Purcell-Robertson & Purcell, 2000: 21; Ding, 2005: 41), (Bates, 1995: 8, 14), , (Milton, 2005: 255), (Weasenforth et al., 2005: 208), .. (Bates, 1995: 9), , / (Ros i Sol & Truman, 2005: 88) , (Hauck & Hampel, 2005: 270-271), (Porter, 1997: 13-16). , , , , , . O Lionarakis (2006: 114. . Panagiotakopoulos, Lionarakis, & Xenos, 2003) , , , , , . et al. (2002: 80-85) : , , , , , -, , -, . , , , , , , (. 1-8). 111 109. . 1. moodle: , . , , doc/odt, pdf/djvu, ppt, jpg, torrent, mhtml, zip. . , , . , ( ), , .. 2. , 112 110. , , . / , .. 3. moodle , . .. 4. moodle , , , .113 111. . 5. moodle, , , . .. 6. moodle, 114 112. , . , , , .. 7. moodle, , . , , , . , .. 8. moodle, , (), .115 113. , : , , , , , - , , , , , , , -- , , , , / , , , , , , , , , . , , , , & , (2002). : . , 6. Bates, A.W. Tony (1995). Technology, open learning and distance education. London & N.Y.: Routledge. Campion, Mick (1996). Open learning, closing minds. n: Evans, Terry & Nation, Daryl (Eds.), Opening education. Policies and practices from open and distance education. London & N.Y.: Routledge. 116 114. , Ding, Alex (2005). 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Towards a learner-based theory of distance language learning: the concept of the learner-context interface. n: Holmberg, Brje, Shelley, Monica & White, Cynthia (Eds.), Distance education and languages. Evolution and change. Clevedon: Multilingual matters. Willn, Birgitta (1988). Distance education as a means of enhancing self-esteem among adult female students in Sweden. n: Faith, Karlene (Ed.), Toward new horizons for women in distance education. International perspectives. London & N.Y.: Routledge.Abstract This article refers to positive effects of the open-distance education, regarding cognitive and psycho-social development of individuals, and analyzes an 118 116. , example of open distance education with the use of moodle electronic platform, which eases courses to be organized. The user may receive announcements, multimodal learning equipment, tests and studies assessment, and may communicate with all educational contributors. These challenges underline the teachers new role, from a cognitive organizer to a social facilitator. The final connotations show the usefulness of the open distance education, presupposing that it wont totally replace live co-teaching, close contact, communication, and critical-creative thinking, and it wont be used to socially exclude, to undermine transparency, and to constitute a new profitable business. With contemplation to principles such as equality, freedom, and responsibility, electronic material offers students self-learning on their own pace, with no spatial-chronic commitments and without criticism for disturbance in the classroom or for low achievement, as the user gets enough chances to retry. Open distance education also poses multimodality and interactivity, that is academic dialogue which provides the possibility of adding, extracting, or improving educational equipment. Moreover, open distance education allows reduction of unnecessary charges, caused by the functional expenses, and presents resources saving for an open education for all, without discriminations. Peoples needs could be met, if open distance education appears as a tool in democratic and radical intellectual/educational communitys hands, respecting sensitive personal data and privacy. M.Ed., . , . 697 57 94 212 akaprave@gmail.com, akaprave@sch.gr.119 117. , , , , , , . , . (, 2000), , , . . (, 2003) . , (Pavlov), (Thorndike), (Skinner), (Kohler), (Bandura), (Neisser, Seymour, Gagn) (Maslow, Rogers). , , . (, 2004). , , (, 1990). , , , . 20 , ( ) [collaborative / cooperative learning movement]. 120 118. . , (, 2004). (collaborative learning) , . , , , , (Johnson & Johnson & Smith, 1991). Dewey (1859-1954), (Postman & Weingartner, 1969, -, 1993) , . , (Democracy and Education, 1916) , . Dewey , , , W. ilpatrick (1871- 1965) he Project Method (1918), (, 2004). 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