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DOI: 10.4018/978-1-6684-7366-5.ch028
Dionysios Politis
Aristotle University of Thessaloniki, Greece
Anastasios Nikiforos
Aristotle University of Thessaloniki, Greece
Dimos Charidimou
Aristotle University of Thessaloniki, Greece
Georgios Kyriafinis
AHEPA University Hospital, Greece
Rafail Tzimas
Aristotle University of Thessaloniki, Greece
Dimitra Evangelopoulou
Aristotle University of Thessaloniki, Greece
Interactive Educational TV
and Special Education:
Forwarding Distributed and Affectionate
Learning via Cognitive Immersion
INTRODUCTION
Interactive Educational TV (aka IETV) has emerged recently as a combined methodology of Distance
Learning and Remote Control in the form of an enhanced scheme for providing integrated virtual learn-
ing at unprecedented levels.
However, this development has been promulgated amidst two seemingly “self-contradictory” trends
that have been witnessed the recent years:
1. Educational TV, the precursor of this “movement”, the source of instigation twofold, as a televised
“on air” emission structure and the same time an educational product, has never gained momentum
in reaching massive audiences
2. Due to the Covid-19 pandemic restrictions, a vast Technology Transfer scheme has been initiated,
which, apart from promulgating commercial, cloud-based large-scale corporate arrangements, like
NetflixTM or HBOTM as global superpowers in the entertainment sector, has given the hegemony
to US driven technologies in the field of Interactive Learning, with videolesson-based instruction
being promoted as the most striking method
InteractiveEducationalTVandSpecialEducation
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This antinomy has to do mostly with the fact that a swift transition has occurred a little way back, from
analog broadcasting to digital. In addition, TV emissions are coupled with Internet functionality, leading
to Smart TV environments, appropriate for advanced tutoring (Morales-Salcedo & Espinoza, 2019).
The previously mentioned statement #1 in a bold manner describes how Educational TV collapsed
in an unobtrusive way in several regions of our world; the next section provides ample background in-
formation on how this took place, despite its historically significant contribution for shaping political
and ethical correctitude worldwide (Lapinid et al., 2017).
Furthermore, as massive destructions, like warfare, pandemics and collapses relating to communal
factors and societal organizations plunder in succession the aggregate of people living together, exception-
ally large networks and influential in social terms tools are proposed as antidote (Katzman & Stanton,
2020; Buheji & Ahmed, 2020).
By no means, however, IETV should be perceived as an instigating force changing the physical
location or positional rankings of well-established institutions, like those of classic universities - not to
mention prestigious establishments approximating those of the IVY league (OECD, 2022).
Nevertheless, the magnitude of such an influence in the post Covid-19 era is bound to change the
equilibrium of didactic outbreaks, like those experienced by providing teaching during lock-downs in
Higher Education (Costado Dios & Piñero Charlo, 2021); indeed, as at least one fifth of the global
learning population is left with modest - nevertheless, independent - resources for accessing high-level
instruction, it is expected that remote learning is a power force exerted to a degree more or less beyond
the cultural diversity of the world’s peoples (Thomas et al., 2019).
Traditionally, the instruction offered by Educational TV was complemented by extensive use of li-
braries, i.e., buildings containing collections of books, journals, films, recorded music, genetic material,
etc., organized systematically and kept for research or borrowing.
As IETV vigorously emerges, it is interesting to see how libraries, especially the tertiary educa-
tion ones, may reshape in quantitative as well as qualitative terms for distributing digital products for
academic and schooling environments (Baltimore, 2017). Obviously, apart from their transformation
to technological outlets in the Web sphere, there are many more elements in terms of interactivity to be
considered (Politis et al., 2019).
Emphasis is paid to tertiary education libraries since they are the hubs of innovation and therefore
they play a more significant role than a communal library of the same size would do; furthermore, they
are better oriented to serving serious practical purposes, while general libraries are more suited for
engagement in activities for enjoyment or recreation. All these put together mean that usually Higher
Education (aka HE) libraries worldwide have vast scientific collections in English, the lingua franca for
scientific research, while communal libraries predominantly develop their archives in the official language
of their location, which usually is not English. In any case, the environment of a library is an intrinsic
facilitator of the reading experience and advances learning (Durant & Horava, 2015; Donovan, 2019).
By way of illustration, a good library may well have 10 or sometimes 20 copies of an influential
textbook for distribution amongst the collegial population; more than such a quantity would be indeed
an exception. If that resource is in digital format, then, this indicatively mentioned number might be
easily increased to 100 or 200 (copies for concurrent use), depending on the licensing permit and the
financial negotiation between the involved parties and the resulting subscription policies. In this case,
statistically speaking, the student body of a HE institute has virtually full access.
In terms of influence, this scale factor of 2 (i.e., 102) increase is achieved merely on negotiation
grounds. No extra infrastructure, like additional building space or specialized equipment is involved
(Migliore et al., 2022). It exerts, therefore, power by a contributing factor of 2.
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Nevertheless, to draw a comparison, Internet and TV access models also have strong emotional bias
for open access policies: if such is opted-in instead, then, the textbook in digital format becomes more
of a cultural achievement, since its adoption by thousands or millions of scholars attains to the ideas,
customs, and social behavior of a specific (scientific) society (Blessinger & Conneaux, 2020).
In the latter case, depending on the degree of openness and the number of concurrent client connec-
tions a distribution portal can handle, a scale factor of 3 (103), 4 (104), 5 (105) and sometimes 6 (106) is
attained in the aforementioned activities. Of course, such happenings take place as well with conventional
media: there have been reported cases of books that are selling every year hundreds of thousands or even
millions of copies. Not that many, though, recently (McMenemy et al., 2022).
However, the readers should note that the previously mentioned example illustrates qualitative research
for the future of digital libraries rather than findings of quantitative analysis (Candela et al., 2007). It is
used for exploration of not well-investigated capacities of the field, like how IETV will combine tech-
nological developments with societal changes, a prelude of which were the 2021-22 general lockdowns.
As technical innovation and interaction effects between users of advanced media devices become more
common, only hypotheses and deep insights on certain investigated subjects may be drawn; interdis-
ciplinary topics, like copyright protection, free access of content, exclusive transnational conventions,
commercial exploitation over wide geographical areas worldwide and unrestricted access are some of the
issues not fully investigated, in a rapidly changing arena. (Blandford, 2006; Olsen et al., 2013; MIT, 2016)
Already researchers have given the first clues that reading printed books for instance is not the same
with reading them in electronic format. As print and digital texts foster different styles of reading and
different ways of thinking and doing research, in the foreseeable future libraries will co-exist with portals
electronically disseminating digital material (Durant & Horava, 2016).
In any case, this long-lasting debate has procreated constructive criticism in many counties and has
oriented the whole issue in “search of regulatory equilibrium” (Levi, 2007) to avoid further implications.
To introduce a fresh consideration to this argument, when products are distributed via international
computer networks in educational institutions, government agencies and industry installations, not only
the scale of influence is altered but, more significantly, a paradigm shift is detected affecting the (usually
bellow the surface) processes transferring the ownership of documents (Dix, 2016).
Although this theme was not a first priority in front-end outlets of knowledge, like libraries, trans-
national bookstores or legendary e-shops like AmazonTM, it has immediate economic repercussions in less
developed countries (Sirb, 2017); it promotes an education-franchising scheme that correlates directly
theoretical or practical understanding of various subjects with fiscal entities thus far regulated by national
authorities over their subordinates (Keevy, 2019). Even further, it may encompass skills acquired, work-
ing rights, professional association memberships now being marketed as worldwide products.
Furthermore, this paradigm shift does not only alter the provision of systematic schooling in each
and every country; the previously stated massive Technology Transfer innovation scheme that builds up
upon preeminent 4G or 5G wireless technologies, ubiquitous fiber optics networks, mobile computing
tools, and predominantly effective, efficient end user learning technologies procreates a new learn-
ing culture amidst a massive infotainment build-up in each and every school, in each and every house
(Palaigeorgiou et al., 2019).
Coming to this level of communication, the notion of Usability, extensively used in Human Computer
Interaction (HCI), refers to the potency of a product massively deployed to end users to bring into action
specific targetable derivatives under certain circumstances (Dix, 2016). These are measured in terms of:
InteractiveEducationalTVandSpecialEducation
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1. Effectiveness, i.e. the degree to which interaction with specific computing machinery is successful
in producing desirable outcomes for particular activities or purposes
2. Efficiency, that is the design of interaction in such a way so that the ratio of useful work performed
to the total efforts attempted is maximized as possible
As a consequence, IETV enhances cognition via an overall environmental upgrade in terms of in-
strumentation, schooling methodology for crediting learners with skills, not to mention family involve-
ment in activities that rather are more home-brewed than school oriented (Zhang et al., 2006). Affective
learning, thus, becomes a key element for consideration (Viccari et al., 2008).
This last-mentioned attitude heavily benefits from special education practices and techniques; indeed,
augmented reality environments alongside enhanced domestic involvement for physically disabled learn-
ers promotes both remote family medicine and online learning.
Although examination by a direct contact gives better diagnoses when performed in a hospital, during
the Covid-19 lockdowns many clinicians used extensively remote fitting techniques and it seems that
tele-audiology services can increase patient accessibility and engagement (D’Onofrio & Zeng, 2022).
BACKGROUND INFORMATION
The golden era of TV was undoubtedly the 1970’s and 1980’s, when every household in a worldwide
frenzy was seeking to acquire by any means such a commodity.
Although in technological terms, there is no comparison between contemporary achievements and
the situation reported then, broadcasting programs in the sphere of entertainment, information, and
education was undoubtedly more influential those days (Lapinid et al., 2017).
The capacity of TV emissions to have considerable effect on the character, development, or behavior
of children was recognized by officials of the executive branch, and in certain cases in Europe and Asia
it has been reported that administrations promoted Educational TV in parallel or even beforehand usual
TV broadcasting services (Wright et al., 2001; Lapinid et al., 2017).
Some advanced schooling environments even commenced to utilize TV sets within their classrooms,
accordingly adjusting their teaching (Zorilla Abascal, 2011).
Educational TV emissions and encyclopedias were not targeting only schoolchildren; they were also
interested in successfully conveying ideas, points of view and political causes over the general public.
Unfortunately, for some considerable time in the last decades of the 20th century there was some kind
of hesitation to communicate in the sphere of transnational TV instruction and mass-media attention
(O’ Riordan, 2022).
Indeed, many countries had developed strict state controlled radio-television broadcasting policies.
Although such a model serves the nation’s interests and disseminates information for the purpose of
promoting widely accepted moral values and ethics, it may promote as well biased information that
unilaterally assists a political cause. At some degree it would be acceptable to have slightly different nar-
rations about historical facts, for instance concerning states that were belligerents in conflicts; however,
extensive abuse of past events may worsen relations instead of relaxing human affairs (O’ Riordan, 2022).
Actually, as IT tools and applications have progressed a lot in the field of automatic translation and
Cloud Computing has facilitated sharing resources over the Internet, heaps of classified or officially
authorized documents and broadcasts of the 70’ and the 80’ appear in social media worldwide.
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As netizens acquire by these computing functions knowledge of content that was practically out of
their reach, it is not always pleasant to find out what has been officially declared out of the etiquette
(Castro, 2006).
Even further, some state affairs have remained unsettled causing further frustration. Therefore, there
is unwillingness of administrations to digitize older Educational TV presentations, or, if the material
has been already converted, to make it publicly available; therefore, access to these artifacts (reel tapes,
archives, cassettes) is limited. (Roberts, 2022)
On the contrary, in the Western world, the troubles of analog emissions were of different nature. The
popularity of a broadcasted event, i.e., its ratings was and is the elaborate criterion for sustainability;
in the commercial world, TV productions are funded by the revenues from broadcast advertisements or
by subscriptions.
The main defect of classic Educational TV in the commercial sphere of doings was its inappropriate-
ness to serve the schooling population on demand. As prime TV time is rather expensive, Educational
TV in public broadcasting was always struggling to get better emission schedules, competing with com-
mercial programs that were better suited for acceptable ratings in the public sphere (Calvert & Kotler,
2003). The fact that most homes worldwide rarely possessed more than one TV sets was further limiting
options for viewing multiple programs.
As Educational TV has become IETV, fuelled over the Internet, this shortcoming has been remedied.
FOCUS OF THE ARTICLE: IETV AMIDST TECHNOLOGICAL AVANCES
Although there is not always enthusiasm to digitize the content of the golden age of Educational TV,
however, most of the content produced the last three decades of the 20th century has been kept in some
kind of archiving facilities. (Řehořová, 2020)
While for the majority of viewers of the American continent transformation to Internet dispersed
Learning Objects would be an adequate starting point to have this content available for IETV viewing,
in Europe or Asia it is not simple as that.
In the American continent 4 languages are widely spoken over a population of some 1 billion people
(English, Spanish, Brazilian, French). In Asia most of the produced TV archives are in Chinese, Arabic
or Japanese (Lapinid et al., 2017).
In Europe, there are some 30+ languages used in state affairs; within the EU alone, 23 are recognized
as official languages. English was not used that much in the official transactions of continental Europe
affairs. Hence, a vast portion of the educative televised material has not been developed in English, but
in one of the 30+ languages.
Nonetheless, there is thirst for knowledge in developing countries. How young people, empowered
with technology and digital media may alter their environment can be seen in reviews for M. Yousafzai,
the youngest ever Nobel Prize winner for the year 2014 (Herrero-Diz, 2015).
But, moving from a societal model where state administration had firm control over educative issues
to an open digital culture, by bridging the disconnect, seems to be an ambitious vision quest (Mihailidis,
2014).
In the meantime, new multimedia material crops up in big numbers for the Academia (Baltimore,
2017). Yet, it would be wise, for continuity reasons to commence making available as many as possible
(excluding offensive references) of the vast number of previously created educational films in a two-
step process:
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• The content has to be made available in English, at least with subtitles, to the extend that the sci-
entific community is involved. If some subordinate textual material could give additional informa-
tion about its content it would be even better.
• The material for children and special education has to dubbed in the mother-tongue or the official
language used in a particular country. Even further, pedagogues and narrators should be used to
adapt the phraseology, the vocabulary and the verbal method of expression to a structured, con-
ventional way for rehabilitation purposes.
Automatic translation systems, already used with considerable success in commercial platforms like
NetflixTM, HBOTM, YouTubeTM and other social media, would be highly welcome devices to facilitate
study (Bellés-Calvera & Caro Quintana, 2021). They could also agitate group discussions on what other
cost-effective technologies could be used to make available this immense in quantity material.
Overall, Special Education promotes solutions that remedy behavioral mistakes that occur in every-
day instruction. These errors make students to push back and impede their class participation. When it
comes to remote learning, an attempt is made to relieve users of nervousness and other negative emotions
by deploying user-friendly learning environments (Bashir et al., 2021).
Therefore, both e-Learning and Special Education initiatives seek techniques to promote affectionate
learning while using instruction over the Internet.
Sensor-Based Remote Fitting and Affectionate Learning
The processes for developing in parallel highly reflective audiovisual equipment for both the impaired
in hearing or seeing and the general public as well has concluded in maturing physically and mentally
devices that are increasing user involvement to unprecedented levels (Figure 1).
Although IETV users are not expected to deploy that advanced immersion devices in their tutelage
experiences, the concept of learning by immersion would be the most adequate to describe the parallel
route of special education as and acceptable in quantity or quality stimuli received by rich content in
education. Indeed, fitting the Cochlear Implant at home gives a roadmap of how deep and strong neu-
rological interactions may be set at a distance (Philips et al., 2018).
Inevitably, the issue of Usability comes to surface, as it measures perhaps more clearly than any
other factor the ability of a product not only to affect bodily processes but also the mind of the user
(Ferreira et al., 2019). This seemed to be the situation experienced thus far only with advanced medical
Figure 1. Highly immersive devices that augment the neurophysiological arousal level. Left, remote
cochlear implant programming. Center and right, 3D devices offering extensive and expansive augmen-
tation to their users- the one on the right with enhanced spatial kinesthetic interaction.
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devices and prosthetics enabling monitoring of subtle neurological functionality. Indeed, for diagnostic
or therapeutic purposes microsensors, wearable monitoring systems and various imaging assemblages
provide an enhanced telecommunication channel between the actual patient organs and the monitoring
clinician (Ramos et al., 2009; Fung, 2015).
As seen in Figure 2, left, a young child alongside his parents (the mother not included in the photo),
the speech therapist and the fitting clinician is having his cochlear implant adjusted, as part of the
calibration and evaluation process that is periodically taking place every 3-4 months at the Cochlear
Implantation Center of a hospital (Lenarz, 2017). Present in this session is a special education counselor
– not included in the photo as well. The child is motivated by some kind of musical gaming pedagogical
interplay directed by the clinician. It is not unusual for such young patients to experience mental agony
and some times they burst into tears (St. George et al., 2014).
The ENT specialist, calibrating with his computer the implant according to the responses to musical
knocks, and the surrounding aforementioned specialists are critical members of the steering committee
regulating the bulky medical, pedagogical and familial (i.e., homework) provisions of the recovering
patient.
During the Covid-19 lockdowns priority was given to have as many as possible of these sessions held
by remote fitting and on-Line tutelage (Wesarg et al., 2010; Wasowski, 2010). Fortunately, technology
is capable since quite a while of bringing most of these transactions somehow over the Internet (Ramos
et al., 2009).
Affectionate learning is a basic constituent of such processes (Viccari et al., 2008). As realized is
special education, “ecological” collaborative games with some family participation illustrate the benefits
for training students under uncertainty and severe stress. This typical simulation of an appraised-based
psychological model for encouragement helps the pedagogues to conceive the student’s self-efficacy;
afterwards, a remote fitting virtual environment is devised that delivers most of the animated instruction
to the home of the patient (Toetenel & Rienties, 2016).
In such an approach, affective states are corresponded with mental states and pedagogical actions
(Politis et al., 2019).
This model for transferring highly stimulating affective tactics with on-line Multimedia Learning so
to endorse efficient appraisal-based instruction is further analyzed as a technological status quo.
It was used by certain schools during the Covid-19 tutelage period where instruction was delivered
by remote learning sessions; educators were seeking to have familial involvement so to keep up young
Figure 2. Highly immersive environments for learning. Left, calibrating the cochlear implant of a kin-
dergartener. Right, the equivalent engineering scheme for remote fitting and control.
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students’ mental faculty alert on taking notice of the lectures evolving over the Internet while being
tempted to recline on the upholstered home seat or sofa instead of the typical classroom desk.
However, in the field of Multimedia Design, these two factors, namely mental states and pedagogi-
cal actions, require considerable resources to guarantee an unremitting flow of accredited, high-level
instruction.
FUTURE DIRECTIONS
More or less, within our world’s scientific horizon, the zenith of institutionalized basic education is the
Bachelor of Science. This degree, conferred by universities or colleges, conveys with a common commu-
nicating door over the diverse learning systems its constituents: the courses taught (Wilson et al., 2016).
Interactive TV in Academic Environments
While degrees are complex structures, with variability between different educational jurisdictions,
courses seem more likely to serve as a substratum for the development of IETV. Indeed, interchange of
such quanta within multiethnic entities (e.g. the Spanish-speaking world - Witthaus et al., 2017) or the
multilingual entities of Europe (e.g. incompatible in educational terms jurisdictions - Keevy, 2019; Orr
et al., 2020) is a challenging administrative topic.
Each course has three characteristic features:
• It is divided in portions, that are shaped as units for acquiring specific micro-educative skills: the
so-called Learning Objects for multimedia based education
• Its context can be fully understood and assessed by sequences of main divisions, like the chapters
of a book, that immediately precede and follow one each other; there is a beginning, a middle pas-
sageway and an end
• Its purpose is to achieve, upon successful completion, the ability to do something well
Based on these principles the concept of micro-teaching and micro-credentials has emerged recently
as viable solution counteracting the excessive segmentation of HE tutoring (McGreal et al., 2022).
Learning, however, does not come automatically by course completion always; the ability to bestow
skills is related with a greater mental picture that combines knowledge with creative thinking, the essence
of advanced learning. For this reason, in some fields, like Medicine, Engineering and Law, a practical
training course along and perhaps in-person examination follow suit.
Practically, during the recent unmitigated lockdowns in academic environments, extensive use of
broadcasted lectures took place, either in the form of ZOOM-based interactions or as recorded tutoring
session, with or without having student participation videoed.
Although much of TV emissions is received via classic television sets, notwithstanding their Smart
TV configuration, the development of Mobile Communication and Learning provides for the most of
education and knowledge transfer. In developing countries it is undoubtedly the prominent channel for
the provision of IT services, for customer services, government amenities and e-banking sessions.
As mobile devices come equipped with a multitude of sensors, in conjunction with bands, smart
watches and similar paraphernalia they turn to be the omnipotent companion for ubiquitous and perva-
sive personal e-Health services. Having also some other advantages, like high resolution facial and back
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cameras, or the ability to interact with virtual classroom smart boards, to enable handwriting both ways,
albeit the obvious disadvantage of their small screen for learning services, they empower Web 4.0 as the
carrier to provide the appearance and the character of real class interactions between the instructor and
the learner within virtual class simulations (Figure 3).
Such environments lack the full “pedagogical negotiation” and assimilation experienced in special
education facilities, both for face-to-face and on-line sessions. To promote, thus, awareness researchers
are directed towards models and tools that take into consideration the student’s affective dimensions.
Nevertheless, the very intense use of such activities for the last couple of years proved to be a game
changer - with most, if not all, of the educative activities turning to a Distance Learning mode that
spared schooling activities. Consequently, innovativeness was endorsed rather in quantitative terms
than qualitative ones: the massiveness of these e-Learning systems gave publicity to affective tactics for
self-efficacy (Santandreu et al., 2022).
The fundamental interactive online tools for such teaching in most universities, colleges and schools
were their teleconferencing systems. Their main advantage is the elimination of potential geographical
constraints; the same time, in some occasions it was feasible to manage online activities with such a
big number of participants that amphitheaters and lecture halls had never envisaged to gather (Pavlis-
Korres, 2022).
ITC tools like the on-premise Big Blue Button (BBB) service, or the highly responsive Google MeetTM,
Microsoft TeamsTM, ZoomTM and WebxTM platforms lead the dramatic and wide-reaching change in the
way that education is organized.
On the one hand, few institutions ever conceived the transfer of their lecturing system to hundreds,
if not thousands of students (Bulfin et al., 2014). Of course, teaching in Massive-Open-Online-Courses
(MOOCs) like CourseraTM, EDXTM, UdacityTM or the Khan Academy in Asia had created classes, with
some ITC automation-support involved, that surpassed the 10,000 or even the 100,000 threshold; how-
ever, not previously any lectures for prestigious courses taught by high-status institutions were offered
to such a magnitude of students dispersed over a wide area.
Indeed, as a mission statement, ITC technologies are currently in long term assignment to enable
educators convey information to students as an integral part of customary education (Politis et al., 2019).
Figure 3. Learning portals with advanced client-server responsiveness, enhanced by mobile device-like
interactivity; apart from audiovisual real-time communication, using conductive pen tips users may mark
or write over the virtual “whiteboard”.
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10
Although this transition was accomplished due to harsh “staying at home” restrictions, they proved
to be more or less highly successful in effectively supporting scenarios facilitating scheduling and par-
ticipating in high definition (Full HD, 1080p/30fps) video conferences, subject to the users’ connection
and equipment capabilities.
Therefore, basic collaborative platforms, including iPhone/iPad, Android, Blackberry, MS Windows,
Mac OS and various Linux distributions, as well as dedicated videoconference terminals (H.323) become
essential tools for the assured success of education.
As far as public infrastructure is concerned, this culture coerced stressful urgency caused by the ne-
cessity of achieving widespread broadband broadcasting within limited time (Godber & Atkins, 2021).
Therefore, ministries supervising compulsory education schools, colleges and universities had to
cater for:
• audio/video sharing to up to 1000 participants per lecture
• reporting analytics
• high-quality integrated services
• good online training and user guides
While HE and colleges were seeking to infer models of remote teaching considering their students’
affective dimensions, the ITC industry was struggling to upgrade network affordances. It seems that
more or less it concluded its mission globally.
In Figure 4 may be seen the level of increase in the Internet Exchange reported in a European state
as result of the first Covid-19 lockdown, imposing considerable confinement of social activities. Ever
since, high levels in Internet exchange remain although the “staying home” initiatives for national edu-
cation have been mostly reversed.
One thing, of course, is connectivity over the Internet, and another is the cognitive level of commu-
nication between the learner and the e-Learning system used for remote instruction (Godber & Atkins,
2021). In some cases, it has been reported that attendants of could not be as fully alert or motivated in
tele-education the authors as they were during live sessions (Almendingen et al., 2021).
It is not that obvious that the interactive learning level of a classroom may be transferred in situ to
the computerized system facilitating remote instruction without difficulty or effort.
Figure 4. Emergence of Internet traffic for 2109-2020 in Greece as the 1st lockdown commenced.
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Inferring web-based Interactive Learning in explicit epistemological and social foundations seems
to be the workable gain out of this recent crisis; the modus operandi promotes collaborative ITC activi-
ties, Computer Assisted Instruction (CAI), Computer Assisted Intelligence, Social Networks, Tangible
Interfaces, Game Based Learning in a proactive manner (Mayo, 2009; Kumar & Nanda, 2019).
However, fast Internet access is not sufficient if not accompanied by some degree of an open access
mandate.
Nevertheless, the overall development of educational systems has raised apart from awareness attrac-
tiveness as well, a key feature for using it as a model for conducting educational tasks with computer-
based tools. More specific, Computer Science can contribute to learner interaction with the Learning
Objects it deploys through communication with learning tools and methodologies.
From the point of view of Constructivism, a new learning approach is formed, for all schooling stages.
According to Piaget (Dasen, 2022), the cognitive development of the child is distinguished in four phases:
I. Phase of sensory kinetic functions (0-2 years)
II. Phase of symbolic functions (2-7 years)
III. Phase of specific cognitive functions (7-11 years)
IV. Phase of abstract cognitive functions (11-15 years)
While tertiary education seems not to be directly influenced by the pedagogic orientation of phases I
.. IV, special education and schooling are highly involved; even further, Constructivism sees learning as
an active process where the learner attempts to discover knowledge by himself, attempting to understand
the social environment that surrounds him (Bruner, 1960; Gontier et al., 2006).
For starters, non-typical education has extensively adopted these techniques, since the downsizing of
premises, structures, institutions that characterized systematically organized institutions suits its collec-
tive target direction; however, these developments do not leave classic education of all forms unbiased.
Economic and Social Models in Interactive Broadcasting
Together and in cooperation with Internet based hubs of knowledge acquisition, informal and formal
education is offered as a massive workforce-training scheme.
As already mentioned, in situations of accidental catastrophes, financial disasters, limited accessibility
due to mainsprings of plot and social settings, periods of disease or indisposition, sudden and uncontrol-
lable fall to limited resources, at any level at which instruction is given, it is possible to maintain systems
offering tutoring as public utility to specified, unhindered quality levels (Eide & Roysamb, 2002).
It seems that the Distance Learning culture alongside the Open Universities permanent orientation
to handy platforms for education dissemination and knowledge transfer, expose learners to the latest
ICT technologies; simultaneously, it encourages the ample spread and wide implementation of mobile
devices and cloud connectivity alongside Smart TV-like learning (Pavlis-Korres, 2022).
In concise terms, it is not merely a fact that nearly all certifications obtained by a classic Univer-
sity are administratively accepted to be offered with the same equivalence by the so-called “Open
Universities”(Ferguson, 2012); more than that, it is about mediating a culture of schooling for crediting
learners by study or empirical experience to successfully attested disciplines via Learning Objects that
have the form of video lessons.
As of now, this form of networked e-Learning already incorporates large scale collaborative learning
(Gogaladze et al., 2017) practices - the social networks being part of it, and combines advanced inter-
InteractiveEducationalTVandSpecialEducation
12
action techniques between the learner and the tutor, not merely for the sake of repeated exercises of a
purely “socialization” activity, but as an established method to procure proficiency out of the unpublished
learning material the educator possesses as added-value (Astatke, 2014).
By doing so, study using digital books, DVDs, video lessons distributed via e-shop like platforms,
e-Learning portals and many more alike hubs offering formal instruction via accredited institutions, or
non-formal education of any kind and origin, the landscape of IETV unobtrusively shifts to organizational
standards and structural facilities that come out of the business models found in the arena of broadcast-
ing. Computer Assisted Instruction (CAI) serves as its protagonist.
As multinational IETV conglomerates may provide endless resources, at any level at which instruc-
tion is given, albeit most possible disasters, it is possible to maintain systems offering tutoring as public
utility to specified, unhindered quality levels (Eide & Roysamb, 2002).
As already predicted by Sofos, Kostas and Paraschou (2015) educational media are bound to associate
as partners in the formation of a new learning culture (Figure 5).
However, as IETV evolves globally, what ever the inducement may be is not irrelevant to the working
models furthering the progress of digital broadcasting.
A Merge of two Different Models and the Aspect of Interoperability
A Non-Pre-Existing Merge
Prior to exploring some striking differences that occur between HE institutions in America and Europe,
a starting-point definition should be made about the basic ground upon which these disparities evolve
around.
Figure 5. Educational media interaction and independence.
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13
Essentially, basic constitutional principles in pioneering Western hemisphere countries’ constitutions
determine the order of play alongside operating regulations for the long-established institutions them-
selves. These regulations are defined by the principle of “être dans la légalité” or else to be within the
law, to follow the liberal view of Western countries for the freedom that an educational institute should
enjoy (Taylor, 1997).
Like the press industry, the educational industry is also oriented to the self-determination and to the
self-governing principles. These basic policies are heavily indebted historically to the French constitu-
tional tradition, as well to the British and to the American one; the latter being heavily impacted from the
former two European. So, there is a basic common ground, which enhances the procedure of exploring
institutional differences for both sides, namely the European and the American.
Despite the common ground in principles between European and American HE institutions, however,
there are also some fundamental dissimilarities in operations and procedures. Considerable diversity
characterizes the provision of economic resources and private funding, predominating affectedly Ameri-
can instructions’ functions.
When private funding sustains high-level involvement, a plethora of operating synergies emerge,
whereas, when the private funding sector is not involved in every aspect of management, a more bu-
reaucratic model surfaces, albeit rather more transparent in principal.
The Covid-19 era has somewhat altered the conceptual shape of strategies for both American and
European institutions. This may have resulted from the conversancy of people with online education and
their optimistic intuitive understanding about its future (Figure 6).
The situation with the Covid-19 era management, heavily advocated by American ITC technologies,
motivated European HE institutions to alter somewhat their functional model. Already, due to heavy
transfer of novel technology in educational management, a considerable magnitude of such an influence
was coercing wide in range changes over the centralized European governmental agencies policies. As
seen if Figure 7, prior to and largely during the Covid-19 pandemic, alterations in terms of usage were
reported for the whole spectrum of HE educative activity.
Interactive Learning, Online Learning, and cooperation along with all kinds of electronic devices re-
shaped the existing model of education. Despite, however, ICT services changing the operational level
of traditional institutions in Europe, the shape of the educative processes has not been altered, as it was
in American colleges. Already back in 2006, “89% of 4-year public colleges in the U.S. offer classes
online, along with 60% of private institutions” (Debter, 2014).
These increased levels for Online and Distance Learning are now molding the overall frame of educa-
tion within the European model, and the pandemic era produced a definite adherence to the requirements
of this route. By adopting the American digital technology in this field, there is a confirmed observa-
tion that a merger of the markedly different methods being used in Europe and Northern America has
occurred. A similarity of the digital methods being used in the overall percentage of time inside classes
on both sides of the Atlantic results in similarity to classes themselves.
The Aspect of Interoperability
At this point, it must be noted, that a proper educational system should not teach students how to react
by reflex in specific stimulations, i.e., as response to a stimulus without conscious thought; rather it
should dictate how to respond in an inventive way to every and each problem that may occur during the
learning process: it should enhance the development of judgment and rational assessment for a variety
of alternative solutions (Attard Tonna, 2017)
InteractiveEducationalTVandSpecialEducation
14
Furthermore, even though the technology is constantly growing and offers the learning process flex-
ibility and options, at the same time it creates a set of additional issues of a technical nature to arrange-
ment. At the same time, it should be noted that during the process of development of technology, which
is increasing, the more general complexity of procedures is also increasing. These procedures are related
to complex functional interdependencies and dense knowledge networks. Interoperability in learning is
a complex and multi-dimensional issue with administrative, organizing, legal, social, technical aspects
because involves systems, administrative structures and of course, people. Finally, the knowledge level
that associates with interoperability is not a static one but a dynamic one. It is a dynamic one because it
adjusts to contextual administrative, social, and technical alterations that will occur.
Figure 6. “Will Higher Education Move Online?” 2020-2021 season opinion.
Retrieved from https://www.statista.com/chart/23695/higher-education-online
/ , accessed October 11, 2022
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15
CONCLUSION
Technologists and researchers having to promote massive instruction provision during severe social and
educational disruptions have served as the strenuous protagonists in engineering Interactive Educational
TV emissions. Although the tidal waves of pandemics are currently not at their strongest point, hundreds
of millions of learners are inspired by the innovative experiences offered online the last couple of years.
Various collaboration schemes emerged and trans-national strategies evolved forwarding in a pur-
poseful way undisrupted learning over a continuum that usually is characterized by conflict between
different states or social groups within a state.
The sustained effort to deploy strategical resources in the learning sphere defines an operational model
that may well bridge the gap between the different educational systems used by Western and Eastern
countries and the entrepreneurial chasm between Northern and Southern dominions.
Indeed, TV emissions have more or less promoted a model for global apprehension. Apart from ju-
risdictional matters of sovereignty and control, that are not of primary focus in this lemma, the practical
experience of affective learning that comes out of special education premises is used as starting point
to develop modules providing massive Interactive Learning via the Internet.
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KEY TERMS AND DEFINITIONS
Affective Learning: Within a society shifting more and more to IT instrumentation to accomplish
daily tasks, learning uses Affective Computing methodologies to increase the communicational capacity
of educational systems. Animated pedagogical contents, gestures, agents deployed for tracking human
emotions, Game Based Learning, exploitation to social interactions with computers, focus on the gen-
eration of emotion in e-Learning pedagogical environments and affective tactics to elicit appraisal in
tele-education are some of the features of this cognitive approach.
Computer-Assisted Intelligence: As far as remote instruction is concerned, this term involves diag-
nostic modeling of domains with complex or uncertain knowledge. An Online Learning System treats the
topological differences of learning networks alongside the probability distributions that evolve between
the teaching node and the numerous and often varied nodes of the participating learners by deploying
agents at all involved parties: a learner agent copes with diverse user requirements, a domain agent
manages the provision of knowledge over the computer system used, and a mediator agent is primarily
responsible for handling the transmission of informative content in a suitable to the occasions manner.
As a result, Computer Assisted Intelligence in education is used for forming cooperative groups between
students that have not ever met face-to-face, for deploying Collaborative Systems architectures over the
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Internet or advancing Intelligent Learning Environments. A practical example: the abilities of computing
systems to automatically translate from one language to another both texts and spoken language without
human involvement demonstrates how AI may help co-workers proceed in promoting instruction over
diverse multilingual environments.
Constructivism: Historically, constructivism is related to a movement in which assorted mechanical
objects, back in the 1920s, were combined into abstract structural forms. In Computer Assisted Instruction
this is practically conceived in terms of constructivist interaction patterns supporting alternative possi-
bilities when building high-level multimedia learning units. The development of such entities, amongst
others, involves cultural influences, social functions, strategies for improving cognitive processes, and
IT protocols for deploying them.
Distance Learning, E-Learning, Online Learning, and Remote Learning: Various terms that
historically describe allocated paths of Computer Assisted Instruction (CAI) by a variety of devices,
potent at least to some degree in Artificial Intelligence (AI) encapsulation and support.
E-Health: A variety of services connected with remote acts of assistance, therapeutic maintenance
processes for patients, medical transactions, hospital files, pharmaceutical transcriptions or diagnostic
images kept in ministerial data bases and accessed by qualified physicians and pharmacies. When
National Health Systems are involved, usually this being the case, the finances of those who receive
medical attention may be monitored and the affordability of clinics, medical centers or hospitals can be
regulated statewide as well.
Ivy League: A group of long-established colleges and universities in the Eastern U.S. having high
academic and social prestige.
Learning Objects: Any entity, digital or non-digital, which can be used, re-used or referenced during
technology supported learning. Examples of such instruction include computer-based training systems,
Interactive learning environments, intelligent computer-aided instruction systems, distance learning
systems, and collaborative learning environments. Examples of Learning Objects include multimedia
content, instructional content, learning objectives, instructional software and software tools, and persons,
organizations, or events referenced during technology-supported learning.
Mobile Communication and Learning: The term engulfs learning transcended via mobile devices
and interfaces, mobile business, mobile government, mobile society networks and applications along
with the emergence of mobile communication technologies, services, implementation and implications
for education, business, governments and society.
Paradigm Shift: (As part of the metaphor and idiom interconnection for Operating Systems) Important
changes in the sphere of operating environments that engage different gear in accomplishing transactions.
Mobile Communication and Learning has been a classic example of fervent alterations witnessed the
last decade. A practical example: PCs and laptops in the one hand and smartphones on the other share
the same metaphor of their user interface; however, their GUIs have a different, clearly distinguishable
paradigm in terms of Human-Computer Interaction.
Remote Control: A number of methodologies deployed in various scientific fields, with emphasis
given in this lemma to tele-medicine technologies, like Remote Fitting; they are especially useful in
handling high precision equipment located far away from the hospital premises.
Rich Content: Videos along with texts, sounds, animations and videos have emerged as a dominant
media for entertainment and education purposes. Rich content relies on high quality audiovisual visual
components. A key element, however, in most cases, is interaction.
Special Education: Although the term encompasses a wide variety of educational services offered
in different settings for users with special needs, this chapter focuses on systematic instruction given
InteractiveEducationalTVandSpecialEducation
22
from educators and medical personnel to patients recovering from severe sensory-neural hearing loss
and some similar recuperative treatments of sense organs.
Technology Transfer: The transmission of new technology from the originator to a secondary user,
in terms of organizing global conglomerate networks of manufacturing, distribution and sales of ad-
vanced technological products. Especially important is the aspect of production from developed to less
developed countries in an attempt to boost their economies.
Web 4.0: Figuratively the most recent state of the World Wide Web interconnection level, endors-
ing vast mobile communication resources. As ITC systems move to 5G interconnectivity worldwide, an
even more advanced version, the Web 5.0 is favorably beginning to dawn, deploying not merely very
fast interconnection speeds but also ubiquitous and pervasive AI services.
