Athanasios Triantafyllidis - Academia.edu (original) (raw)
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Papers by Athanasios Triantafyllidis
IATED Digital Library, 2023
This study investigates the perspectives of college students on flipped classroom methodology and... more This study investigates the perspectives of college students on flipped classroom methodology and case study learning compared to instructional teaching. A sample of 215 undergraduate students from Deree College in Greece, were surveyed on their experiences with each teaching approach. The results showed that the majority of students preferred flipped classroom methodology and case study learning to traditional instructional teaching. They reported that these approaches allowed for more interactive and engaging learning experiences, as well as greater opportunities for critical thinking and problemsolving. These findings suggest that flipped classroom methodology and case study learning may be effective alternatives to instructional teaching in higher education settings, especially concerning the student experience delivered by these methods in contrast to instructional learning. This paper explores and evaluates the perspectives of students exposed to all three methods in a variety of business courses.
This copy of the thesis has been supplied on condition that anyone who consults it is understood ... more This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognize that its copyright rests with its author and that no quotation from the thesis and no information derived from it may be published without the author's prior consent.
ICERI2021 Proceedings, 2021
EDULEARN19 Proceedings, 2019
Since the 1990's higher education institutions (HEIs) have been making attempts to incorporate En... more Since the 1990's higher education institutions (HEIs) have been making attempts to incorporate Enterprise Resource Planning (ERP) systems in their business undergraduate curricula. Additionally, all major global ERP vendors have invested in establishing academic alliances to assist higher education institutions in their efforts to provide students with necessary industry skills. However, simply using an ERP system (as presentation means) in a taught component is not enough to meet the predefined course learning outcomes, unless the latter are coupled with hands-on experience and both integrated into a teaching framework. This paper draws from the extant literature and follows a documented methodology for identifying relevant sources. The sources of the works consulted and cited were benchmarked with respect to impact factor or peer review, and include academic journals, books, and conference proceedings in higher education. As a next step, sources were analyzed by matching their methods and results against the principle of constructive alignment in higher education. The analysis results identified key areas where the existing literature is incomplete and needs further enrichment. Moreover, results showed lack of a comprehensive method for "teaching ERP systems", including teaching methodologies, assessment practices and learning theories relevant to the Information Systems discipline. This paper is introducing a framework for guiding faculty into effectively teaching an ERP Systems course to undergraduate business students. The guidelines for synthesizing the framework rely on three axes, namely, learning theories, the results from the analysis of current literature and the empirical observations drawn from teaching an ERP Systems course in a business school for the past 4 years. This paper concludes with recommendations for further research, mostly relevant to quantitative studies on the performance of teaching and learning strategies relevant to ERP systems in higher education.
ICERI2016 Proceedings, 2016
Web-based Learning Management Systems (LMS) have their way into the methods that students, lectur... more Web-based Learning Management Systems (LMS) have their way into the methods that students, lecturers and generally the education community communicates, stores, shares and collaborates. Although technically they seem to provide an ideal environment for deploying constructive eLearning activities, yet, research indicates that they seem to fail producing and maintaining a critical mass of engaged learners to such implementations. Eventually, they end up being used as learning related content repositories instead of learning enablers. This paper presents a novel mobile application prototype design that has been positively evaluated by students, instructors and eLearning experts to contribute to learning by drastically increasing the engagement of learners to institutional web-based eLearning platforms. The novelty of the prototype lies in the integration of current popular on-line services (including but not limited to social media, messenger services, SMS, email, etc.) where learners, as research proves, are already engaged. Taking advantage of the unique features of mobile devices and their impressive market penetration, the prototype, achieves in providing the designs for a ubiquitous application that blends a variety of on-line and mobile technologies towards the aim to increase up datedness of learners with respect to eLearning activities. In addition to that, the mobile application, makes eLearning implementations optimally available to directly and easily interact with, without time and geographic restrictions but also without device limitations and extensive device interoperability by transferring content from the mobile to PC, TV, projector etc., directly from within the preferred application used by the learner. Cutting edge technologies in semantics, speech recognition and a user friendly UI are embedded in the prototype design aiming to positively leverage interaction
ICERI2016 Proceedings, 2016
The purpose of this study is to assess the level of Information Quality (IQ) and its dimensions w... more The purpose of this study is to assess the level of Information Quality (IQ) and its dimensions with respect to summative assessments as they are perceived by the students in Higher Education. At a first step we are reviewing the literature in order to identify whether and how Information Quality (IQ) has been assessed in the context of Higher Education in terms of summative assessments. We are interested in assessing the role of IQ as one of the components of assessment’s quality. Through the use of an online survey tool, we are examining across all educational levels (QAA Levels 4, 5 and 6) how students perceive the IQ of the description of assessments, as well as of the feedback they receive from faculty. Furthermore, we are trying to identify according to student’s perceptions which of the IQ dimensions seem to be more influential in their preferences with respect to assessment description and feedback. By correlating the level of maturity with respect to their academic progress (Levels 4, 5 and 6) and their age, we aim in providing valuable feedback to the educational community on the aspects of IQ for summative assessments and enable faculty to revisit the way we provide assessment descriptions and feedback to students for the benefit of facilitating their learning experience.
IATED Digital Library, 2023
This study investigates the perspectives of college students on flipped classroom methodology and... more This study investigates the perspectives of college students on flipped classroom methodology and case study learning compared to instructional teaching. A sample of 215 undergraduate students from Deree College in Greece, were surveyed on their experiences with each teaching approach. The results showed that the majority of students preferred flipped classroom methodology and case study learning to traditional instructional teaching. They reported that these approaches allowed for more interactive and engaging learning experiences, as well as greater opportunities for critical thinking and problemsolving. These findings suggest that flipped classroom methodology and case study learning may be effective alternatives to instructional teaching in higher education settings, especially concerning the student experience delivered by these methods in contrast to instructional learning. This paper explores and evaluates the perspectives of students exposed to all three methods in a variety of business courses.
This copy of the thesis has been supplied on condition that anyone who consults it is understood ... more This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognize that its copyright rests with its author and that no quotation from the thesis and no information derived from it may be published without the author's prior consent.
ICERI2021 Proceedings, 2021
EDULEARN19 Proceedings, 2019
Since the 1990's higher education institutions (HEIs) have been making attempts to incorporate En... more Since the 1990's higher education institutions (HEIs) have been making attempts to incorporate Enterprise Resource Planning (ERP) systems in their business undergraduate curricula. Additionally, all major global ERP vendors have invested in establishing academic alliances to assist higher education institutions in their efforts to provide students with necessary industry skills. However, simply using an ERP system (as presentation means) in a taught component is not enough to meet the predefined course learning outcomes, unless the latter are coupled with hands-on experience and both integrated into a teaching framework. This paper draws from the extant literature and follows a documented methodology for identifying relevant sources. The sources of the works consulted and cited were benchmarked with respect to impact factor or peer review, and include academic journals, books, and conference proceedings in higher education. As a next step, sources were analyzed by matching their methods and results against the principle of constructive alignment in higher education. The analysis results identified key areas where the existing literature is incomplete and needs further enrichment. Moreover, results showed lack of a comprehensive method for "teaching ERP systems", including teaching methodologies, assessment practices and learning theories relevant to the Information Systems discipline. This paper is introducing a framework for guiding faculty into effectively teaching an ERP Systems course to undergraduate business students. The guidelines for synthesizing the framework rely on three axes, namely, learning theories, the results from the analysis of current literature and the empirical observations drawn from teaching an ERP Systems course in a business school for the past 4 years. This paper concludes with recommendations for further research, mostly relevant to quantitative studies on the performance of teaching and learning strategies relevant to ERP systems in higher education.
ICERI2016 Proceedings, 2016
Web-based Learning Management Systems (LMS) have their way into the methods that students, lectur... more Web-based Learning Management Systems (LMS) have their way into the methods that students, lecturers and generally the education community communicates, stores, shares and collaborates. Although technically they seem to provide an ideal environment for deploying constructive eLearning activities, yet, research indicates that they seem to fail producing and maintaining a critical mass of engaged learners to such implementations. Eventually, they end up being used as learning related content repositories instead of learning enablers. This paper presents a novel mobile application prototype design that has been positively evaluated by students, instructors and eLearning experts to contribute to learning by drastically increasing the engagement of learners to institutional web-based eLearning platforms. The novelty of the prototype lies in the integration of current popular on-line services (including but not limited to social media, messenger services, SMS, email, etc.) where learners, as research proves, are already engaged. Taking advantage of the unique features of mobile devices and their impressive market penetration, the prototype, achieves in providing the designs for a ubiquitous application that blends a variety of on-line and mobile technologies towards the aim to increase up datedness of learners with respect to eLearning activities. In addition to that, the mobile application, makes eLearning implementations optimally available to directly and easily interact with, without time and geographic restrictions but also without device limitations and extensive device interoperability by transferring content from the mobile to PC, TV, projector etc., directly from within the preferred application used by the learner. Cutting edge technologies in semantics, speech recognition and a user friendly UI are embedded in the prototype design aiming to positively leverage interaction
ICERI2016 Proceedings, 2016
The purpose of this study is to assess the level of Information Quality (IQ) and its dimensions w... more The purpose of this study is to assess the level of Information Quality (IQ) and its dimensions with respect to summative assessments as they are perceived by the students in Higher Education. At a first step we are reviewing the literature in order to identify whether and how Information Quality (IQ) has been assessed in the context of Higher Education in terms of summative assessments. We are interested in assessing the role of IQ as one of the components of assessment’s quality. Through the use of an online survey tool, we are examining across all educational levels (QAA Levels 4, 5 and 6) how students perceive the IQ of the description of assessments, as well as of the feedback they receive from faculty. Furthermore, we are trying to identify according to student’s perceptions which of the IQ dimensions seem to be more influential in their preferences with respect to assessment description and feedback. By correlating the level of maturity with respect to their academic progress (Levels 4, 5 and 6) and their age, we aim in providing valuable feedback to the educational community on the aspects of IQ for summative assessments and enable faculty to revisit the way we provide assessment descriptions and feedback to students for the benefit of facilitating their learning experience.