Volume Two - Academic Conferences

Eleni Rossiou and Erasmia Papadopoulou
The questionnaire design, the structure of interviews and the topics of observation follow the
theoretical framework based on three main types/issues:
Participation
Educational content and educational methodology
Technological environment
In order to manage the above types we determined the following measurable criteria accordingly
For participation the criteria are: students’ motivation to be active during the web-based
networked activity, students’ expectation of it and its impact on the learning process
For the educational content and the educational methodology: the clarity of aims and objectives of
web-based activities, the degree of students’ satisfaction from the available educational material,
the possibilities of interaction and collaboration, the time available for discussion and the
importance of attendance from distance
For the evaluation of the technological environment the criteria are: the degree of students’ easy
access and use of the Google applications.
3.2 Data collection
The investigation of the exploitation of blended learning using the Google application as a
complementary educational tool in Secondary Education gathered information and data via both the
quantitative approach with a questionnaire used and the qualitative approach with students’
interviews. Apart from questionnaires and interviews, observation has been used which is referred to
in the information collection from the researchers themselves and focuses on their opinions and not
on students’ answers (Makrakis 1998, pp.298). The interview process took place after the return of all
questionnaires. Students participated voluntarily and the sample constituted of eight (8) students. The
interviews took place at the laboratory of Information Technology in the school, which was familiar to
the interviewed students and this place was agreed between teacher/researcher and students. The
duration of each interview was 25-30 minutes and the interviewer was the researcher herself.
The points of observation were:
The technological environment measuring: a) the degree of installing and handling the
environment, b) the equipment needs and c) the appearance of technical problems because of
the technological systems or the Internet access
The educational material evaluating a) the clarity of objectives in the educational material and the
degree of its contribution to achieving them, b) the usability of the educational material and the
possibility of its re-use and c) the facilitation of reflection, rethinking and expressing of questions
and different opinions
The teaching methodology measuring: a) the degree of students’ satisfaction from their
participation, b) the degree of offering collaborative activities and active students’ participation
and c) the degree of time available for discussion.
The first questionnaire was delivered at the beginning of the research (before using Google
applications in the educational process) and its aim was to explore students’ expectations from the
use of eLearning methods in Secondary Education. The ten (10) item questionnaire consisted of two
parts: a) student’s profile (sex, knowledge of foreign languages) and existing familiarization with new
technologies (frequency of computer use and possibility of Internet access), b) the use of ICT and the
possibility of supporting the educational process through Internet and Google applications to achieve
educational aims.
By delivery of the second questionnaire, students had already implemented web-based activities with
Google applications (Google Groups, Forums, Talk, Docs, Search, Diary, Translation). All students
participated in discussions in their group for particular topics (given by the teacher or posted by
themselves according to their needs), collaborated for particular assessments, searched for
information and translated it when necessary, recorded and edited their results using Google Docs,
chatted when it was necessary to review and rearrange their plans, were updated by Diary. The main
aim of the second questionnaire was to explore students’ motivation in participating, students’
expectations and experiences prior to that period use of blended learning in Secondary Education.
The questionnaire of 25 items consisted of four (4) categories of questions which refer to students’
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