Anna Apostolidou
Anna is an assistant professor of Social Anthropology at the Ionian University. She holds a PhD in Social Anthropology (University College London, 2010), a PhD in Open and Distance Learning (Hellenic Open University, 2019), an MA in Anthropology of Art and Visual Culture (University College London, 2001) and a BA in Social Policy and Social Anthropology (Panteion University, 1999).
Her postdoctoral research, funded by the Hellenic Centre for Research and Innovation, explored the potential of multimodal ethnographic writing. She has conducted research on the epistemology and methodology of distance learning, on online refugee education, on gender and sexuality and on student support services in open and distance learning.
Anna has received post-graduate training in Open and Distance Learning, Web 2.0 Technologies in Education (Hellenic Open University & Kapodistrian University of Athens) and has worked as an instructional designer of post-secondary and tertiary online training modules (Kapodistrian University of Athens, University of Ioannina, University of Thessaly) and as a Teaching Fellow at the Panteion Univeristy. She has participated in various research teams, both as a researcher and as a coordinator, and her work has been supported by several funding bodies (IKY, AHRB, ELIDEK, ESPA, ERASMUS+, PENER, Youth Secretariat). She is a mother of two.
Her postdoctoral research, funded by the Hellenic Centre for Research and Innovation, explored the potential of multimodal ethnographic writing. She has conducted research on the epistemology and methodology of distance learning, on online refugee education, on gender and sexuality and on student support services in open and distance learning.
Anna has received post-graduate training in Open and Distance Learning, Web 2.0 Technologies in Education (Hellenic Open University & Kapodistrian University of Athens) and has worked as an instructional designer of post-secondary and tertiary online training modules (Kapodistrian University of Athens, University of Ioannina, University of Thessaly) and as a Teaching Fellow at the Panteion Univeristy. She has participated in various research teams, both as a researcher and as a coordinator, and her work has been supported by several funding bodies (IKY, AHRB, ELIDEK, ESPA, ERASMUS+, PENER, Youth Secretariat). She is a mother of two.
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effective support for students to make the most of their learning and social backgrounds in a diverse learning and participatory process. Given the growing demand for new skills acquisition and lifelong learning, online education welcomes diverse categories of learners with
differentiated needs and levels of online participation. The purpose of this article is to summarize the context of the ongoing research effort of the PENER-16 program of the Hellenic Open University (EAP), emphasizing the need to develop an integrated student support system
in the learning community of a distance learning tertiary institution. The paper holds that support services in higher education ought to be organized on three distinct levels, in accordance with the focus lens of the conference, so as to allow for wider participation, coping with new learning solutions, and better provision of skills currently demanded by growing economies. More specifically, (a) on the individual level, support should include needs’ diagnostic tests, provide academic skills and offer ongoing psychological support, tailored to the study phase that students face; (b) on the institutional level, support might provide assistance in administrative issues, promote collaborative and community-building skills, extra-curriculum activities that promote digital literacy and enhancement of communication media use; and (c) equally important, on the societal level, support services should consider offering recourses that enhance the cultural sensitivity of learners and institutional agents that eliminate learning disparities and encourage individual and collective learning. As these levels are interrelated in the learning and teaching process, they should also be delivered in terms of
support via a holistic system that cultivates cross-sectional and cross-cultural skills, places the individual and the university in the current socio-economic and marketing context and follow the main principles of online instructional design.