Volume 10 | Issue 2 | 2022


The present study is a comparative analysis of Classroom Based and Distance Education. In particular, it focuses on the factors that contribute to the removal of obstacles that we encounter mainly in DE, in the light of the perceptions of students and teachers. Assumption and formulation of hypotheses were performed in order to determine the effect and statistical significance of the property of our sample (teachers – students) on the variables. The quantitative and descriptive approach was selected, by submitting an electronic questionnaire to 109 participants, students and teachers, evaluating their experience with compulsory distance education due to the Covid-19 pandemic. The analysis of the results highlighted the prominent role of the teacher and the educational material in the DE, as the lack of support for students can create obstacles in achieving the learning outcomes. The majority of our sample ranks Classroom Based Education as better compared to DE, due to direct contact, better control, planning and teacher-student interaction. Finally, in accordance with the existing literature, the factors that are an obstacle to learning but also that contribute to the removal of these obstacles, are related both to the students themselves and to the educational process itself and the tools provided.

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