Views of Primary Education Participants in Distance Teaching


  •   Meropi J. Ntavlamanou


Distance teaching process as a result of the sudden, immediate and without prior design implementation of online education in Greece is the subject of this study. The combined use of synchronous and asynchronous teaching, teachers’ insufficient training to efficiently meet the requirements of the new teaching method because of the pandemic and the suspension of the operation of school units, as well as the necessary electronic equipment that teachers and children needed are considered important factors that caused stress, fear, reluctance, discomfort, etc. However, after the participation in the distance teaching process, the question arises: what is the opinion that the involved parties (teachers, children, parents) shaped about distance education? Is it a positive or a negative one? Would they wish to see face-to-face teaching being replaced by distance teaching? Were there any advantages and disadvantages during its implementation? If yes, what were the most important ones in each case? This study attempts to answer these questions.

Keywords: Covid-19 pandemic, distance learning, hybrid teaching, online education, primary education.


Bao, W. (2020). Covid-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115.

Crahay, M. & Delhaxhe, A. (1986). How to encourage children’s verbal participation in kindergarten. In J. Tison & P. Dorobiz (Ed.), Proceedings of the colloquium on evaluation Valenciennes (pp. 61-98). Valenciennes.

Creswell, J. W. (2011). Research in education. Planning, conducting, and evaluating quantitative and qualitative research. Athens: Hellenic Publications.

DeCoito, I., & Estaiteyeh, M. (2022). Transitioning to online teaching during the covid-19 pandemic: an exploration of stem teachers' views, successes, and challenges. Journal of Science Education and Technology, 31(3), 340–356.

Education Policy Institute, (2020). Guide to the educational design of distance courses. Athens.

Fernández-Batanero, J. M., Román-Graván, P., Reyes-Rebollo, M. M., & Montenegro-Rueda, M. (2021). Impact of educational technology on teacher stress and anxiety: a literature review. International Journal of Environmental Research and Public Health, 18(2), 548–560.

Keegan, D. (2001). The basic principles of open and distance education. Translated by A. Melista. Athens: Metaichmio.

Lionarakis, A. (2005). Open and distance education and learning processes In P. Vasala, I. Giosos, M. Koutsoupa, A. Lionarakis, M. Xenos, & C. Panagiotakopoulos (Eds.), Pedagogical and Technological Applications. Patras: E.A.P.

Lionarakis, A., Manousou, E. & Hartofylaka, A. (2020). The experience of the Hellenic Open University and its utilization at all levels of education. Retrieved from:

Manousou, E., Hartofylaka, T., Ioakeimidou, V., Papadimitriou, S., & Karagianni, E. (2020). Educational course design in distance education. In A. Lionarakis, A. Kokkos, T. Orfanoudakis, A. Embalotis, & N. Grammenos (Eds.), Massive Open Online Course (MOOC): Training of Primary & Secondary Education teachers in distance education. IEP-EAP. Retrieved May 31, 2020, from

Nikolopoulou, K., & Kousloglou, M. (2022). Online teaching in covid-19 pandemic: secondary school teachers’ beliefs on teaching presence and school support. Education Sciences, 12(3), 216–227.

Res, G. (2004). The new technologies in education. Problems and prospects. Education and New Technologies, 1, 10–19.

Robson C. (2010). Researching the real world: a tool for social scientists and professional researchers. Translated by V. Dalakou & K. Vasilikou. Athens: Gutenberg.

Stamatis, P. J. (2021). Impact of COVID-19 on teaching and classroom management: Thoughts based on current situation and the role of communication. European Journal of Education and Pedagogy, 2(1), 5–63.

Tzimogiannis, A. (2017). E-Learning: Theoretical approaches and educational designs. Athens: Critique.


How to Cite
Ntavlamanou, M. J. (2022). Views of Primary Education Participants in Distance Teaching. European Journal of Education and Pedagogy, 3(6), 76–81.