Please use this identifier to cite or link to this item: https://ruomoplus.lib.uom.gr/handle/8000/1901
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dc.contributor.authorPerifanou, Maria A.el
dc.contributor.authorEconomides, Anastasios A.el
dc.contributor.authorHäfner, Polinael
dc.contributor.authorGalea, Marleneel
dc.contributor.authorWernbacher, Thomasel
dc.contributor.editorLianarakis, Antonisel
dc.contributor.editorManousou, Evangeliael
dc.date.accessioned2024-11-30T14:32:36Z-
dc.date.available2024-11-30T14:32:36Z-
dc.date.issued2023-11-
dc.identifier.urihttps://ruomoplus.lib.uom.gr/handle/8000/1901-
dc.description.abstractRemote persons can be represented by telepresence robots (TRs) located at another location and be facilitated in their audio-visual communication with other persons and the surroundings at that location. TRs are used in diverse fields including education. However, most of the previous studies have explored particular instances of introducing TRs in education. The present study aims to bring together the viewpoints of educators from different countries and educational institutes. The partners of the Erasmus+ project “TRinE: Telepresence Robots in Education” conducted interviews and focus groups among 46 educators (10 university professors and 36 high school teachers) in Austria, France, Germany, Iceland, and Malta. Findings indicated that educators appreciated that a remote student using a TR can feel and being felt present as well as move around in the class and the school. TRs enhance inclusiveness since the remote user can be an ill student or anyone at a remote location. The educators mentioned TRs’ weaknesses such as their unstable Wi-Fi connectivity and poor audio video quality. They also pointed out challenges concerning privacy issues, loss of Wi-Fi connectivity, noisy environments and obstacles along the way as the TR moves (elevators, doors, stairs, etc.). Finally, the educators recommended that TRs’ manufacturers build more user friendly, visible, and accessible TRs as well as educational institutes apply effective TRs management procedures.el
dc.language.isoenel
dc.publisherEKTel
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Διεθνές*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectFRASCATI__Social sciences__Educational sciencesel
dc.subjectFRASCATI__Engineering and technology__Electrical engineering, Electronic engineering, Information engineeringel
dc.subjectFRASCATI__Natural sciences__Computer and information sciencesel
dc.subject.otherHuman Robot Interactionel
dc.subject.otherHybrid Learningel
dc.subject.otherMobile Robotsel
dc.subject.otherTelepresenceel
dc.subject.otherTelepresence Robotsel
dc.subject.otherVirtual Presenceel
dc.titleEducators’ views on telepresence robots in teachingel
dc.typeconference paperel
dc.relation.conference12th International Conference in Open and Distant Education (ICODL 2023) (ICODL)el
dc.identifier.doi10.12681/icodl.5628-
dc.relation.issn2459-4210el
dc.description.volume12el
dc.description.startpage21el
dc.description.endpage34el
dc.contributor.departmentDepartment of Economicsel
dc.description.volumetitleΠρακτικά του 12ου για την Ανοικτή & εξ Αποστάσεως Εκπαίδευση: Η εξ αποστάσεως και συμβατική εκπαίδευση στην ψηφιακή εποχήel
item.grantfulltextopen-
item.openairecristypehttp://purl.org/coar/resource_type/c_5794-
item.openairetypeconference paper-
item.fulltextWith Fulltext-
item.languageiso639-1en-
item.cerifentitytypePublications-
crisitem.author.deptUniversity of Macedonia-
crisitem.author.deptUniversity of Macedonia-
crisitem.author.deptUniversity of Macedonia-
crisitem.author.deptUniversity of Macedonia-
crisitem.author.deptUniversity of Macedonia-
crisitem.author.departmentDepartment of Economics-
crisitem.author.orcid0000-0002-9874-8417-
crisitem.author.orcid0000-0001-8056-1024-
crisitem.author.facultySchool of Economic and Regional Studies-
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