Volume Two - Academic Conferences

Eleni Rossiou and Erasmia Papadopoulou
As it relates to students’ expectations of their teachers during their revision study, one out of three
thinks that it is important
(37%) or very important (28,3%) to have the revision of the important
concepts from the teacher face-to-face or from distance. Only 4% believes that it is not important. A
small percentage considers it as important (23,9%) or very important (6,53%) to be given extra
educational material. On the other hand, most of the students (89,1%) feel the procedure of
answering questions frequently is very important (39,1%), important (34,8%) or moderately important
(15,2%). As far as it relates to the individual studying, almost 40% of the students believe that it is of
little importance or unimportant. It is worthwhile recognizing the students’ expectations about the
active participation and collaborative activities. Definitively, they consider active participation in faceto-face
or distance learning activities very important (39,1%) or important (34,5%) and only 10%
consider them as unimportant or of little importance. Similarly the importance of having group-working
and collaborative activities in students’ learning is considered very important (21,74%) or important
(52,17%) by them. The high percentage of expectation of using collaborative learning, are totally in
line with the opinion of Dewar & Sharp (2006) who suggest the exploitation of collaborative learning
so as to give the opportunity for reflection and structured way of exercise.
4.2 Students opinions after their experience with blended learning
Forty eight (48) students of second class of high school answered the second questionnaire (24 boys
and 24 girls).
Most of the students have ADSL Internet connection when being at home (Figure 4).
Figure 4: Students’ profile related to Internet access location
In this questionnaire it was clear that almost all students who participated in the use of web-based
activities, participated more than once (66,67%), and one out of
three students participated only once
(Figure 5). This result is very encouraging for the follow up of this research and also, as we saw from
the interviews, students who got involved because of curiosity wanted to continue this new method of
learning process.
Figure 5: Students’ profile related to the frequency of their participation in using Google applications
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