European Journal of Open Education and E-learning Studies ISSN: 2501-9120 ISSN-L: 2501-9120 Available on-line at: www.oapub.org/edu Volume 2 │ Issue 2 │ 2017 doi: 10.5281/zenodo.918206 WEB-BASED LECTURES IN THE STUDIES OF EARLY CHILDHOOD EDUCATORS IN THE CONTEXT OF DIGITAL PEDAGOGY – VIEWS, ATTITUDES AND INTENTIONS Michael Vitoulisi Department of Early Childhood Care & Education, A.T.E.I. of Thessaloniki, P.O BOX 141, GR - 57400, Thessaloniki, Greece Abstract: This research aims to discover students' views, attitudes and intentions in the early childhood education concerning web-based lectures. It examines whether students develop positive or negative attitudes, if they identify added value and how their intentions are shaped. It also detects difficulties and possible barriers that they encountered. At the same time, is examined whether their attitudes are correlated with the variables of the degree of familiarity with technology and the year of studies. The survey involved 277 students who attended part of their course through two web-based lectures. The survey used a researcher-made questionnaire for the detection of attitudes, while quantitative data was obtained which was also combined with qualitative ones. Results show that students develop a positive attitude and intentions about web-based lectures. They recognize and appreciate the added value of web-based teaching. Both the variables, degree of familiarity with technology and the year of studies appeared to determine the formation of their attitudes positively. However, this positive assessment was made in relation to the traditional face to face classroom lecture, and only in the perspective of its partial replacement. Keywords: Web-based lecture, early childhood educator, digital pedagogy, BigBlueButton, blended learning, online teaching, students’ attitudes Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 22 Michael Vitoulis WEB-BASED LECTURES IN THE STUDIES OF EARLY CHILDHOOD EDUCATORS IN THE CONTEXT OF DIGITAL PEDAGOGY – VIEWS, ATTITUDES AND INTENTIONS 1. Introduction The concept of digital pedagogy goes beyond the option of using and incorporating digital tools into teaching, enhancing it with added value. Digital pedagogy goes further and develops a consultation framework that suggests redefining pedagogy as a result of increasing shifting caused by technology. It creates a new way of approaching the learning process by redefining the concept of learning and pursuing the use of innovative methods through technology that will improve learning outcomes. It is looking for ideas on how to use technology to make learning more active and to increase the students’ engagement. Digital pedagogy is a way of thinking about learning (Howell, 2012; Croxall & Koh, 2013; Stommel, 2013). This attempts to introduce innovative teaching and learning methods into higher education, notably in educating teachers to bridge the digital divide between generations (Kivunja, 2013). In the context of digital pedagogy at the level of higher education, the renegotiation of a crucial learning parameter such as traditional face to face classroom lecture is introduced. The rapid diffusion of technology has highlighted tools that could be used in education. Modern generations are increasingly familiar with technology and are being prepared to use it in various aspects of their lives. It is widely known that the youth of today are stuck in the chair and for a long time connected to the internet (Victory & Cooper, 2002; Oblinger & Oblinger, 2005). The evolution of the WEB 2.0 provides unprecedented flexibility for mobile teaching materials. The explosive proliferation of technology leads higher education institutions to continually seek appropriate and efficient ways in which technological development is exploited to fulfill students’ needs and provide education and skills required for the future society. Today’s technology has evolved so that a student can access a tuition from a desktop computer via web conferencing tools that simulate the traditional classroom experience. Blended learning is a model in which institutions can prepare themselves for the next era in education (Owston et al. 2013). Institutions of higher education are increasingly focusing on determining the right model to integrate technologies in teaching and learning to fulfill students’ needs and provide education and skills required for the future society. The way they seem to adopt it is through blended learning (Owston et al. 2013). It combines face-to-face and online teaching and learning and includes different instructional methods (lecture, discussion, guided practice, reading, games, case study, and simulation , different emission methods live in classroom or computer mediated and different development (synchronous or asynchronous). In the higher education institutions, web-based lectures have been increasing more and more in recent years (Zhang et al. 2006). The use of interactive web-based European Journal of Open Education and E-learning Studies - Volume 2 │ Issue 2 │ 2017 23 Michael Vitoulis WEB-BASED LECTURES IN THE STUDIES OF EARLY CHILDHOOD EDUCATORS IN THE CONTEXT OF DIGITAL PEDAGOGY – VIEWS, ATTITUDES AND INTENTIONS video in synchronous learning environments has increased because of these easy-access web tools (Stephens & Mottet, 2008). There is no need for special lecture rooms, but both students and teachers use several (web-based) systems for exchanging information. Web lectures can be created at a low cost by just recording a lecture that is part of a curriculum (Zhang et al. 2006). Some have argued that despite their facilitation, students prefer the face to face lecture while guiding through a hybrid system is necessary to achieve the attempt of some web-based input (Tsuji et al. 2012). Another research has shown the students' preference in online lectures compared to traditional ones (Bauk et al. 2014). Also, it has been suggested to relate students' learning abilities to their preference in these environments as it is believed that their ability enables them to take advantage of the opportunities that these settings offer (Farley et al. 2011). However, research is still at an early stage, as far as the experiences of students from such systems are concerned (Sharpe & Benfield, 2005; Lim & Morris, 2009). A form of teaching that exploits the spread of technology in higher education is the web-based lectures. Web synchronous conferencing tools emulate traditional instructional methods in the online learning environment through the use of synchronous web conferencing lectures. The teacher leads the course, and all learners are logged on simultaneously and communicate directly with each other (Shi & Morrow, 2006). The characteristic feature of web conferencing software packages is that they provide internet-based collaboration by combining some real time tools such as audio and video conferencing, instant messaging (chat) and shared whiteboard (Loch & Reushle, 2008). Therefore, they provide a suite of different tools within one user-friendly environment. European Journal of Open Education and E-learning Studies - Volume 2 │ Issue 2 │ 2017 24