E. Bompoli’s research while affiliated with Aristotle University of Thessaloniki and other places

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Publications (2)

Figure 1. View of a SCORM lesson 
Figure 2. Laboratory’s ground plan 
Figure 3. L ecture’s video on demand link 
Figure 3. Lecture's video on demand link
Figure 4. Parameters for pocket pc streaming 

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Using a greek LMS to enhance distributed multimedia content to remote and mobile students
  • Conference Paper
  • Full-text available

March 2008

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101 Reads

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E. Bompoli

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The evolution in Internet and Multimedia Technology and the continuously increasing demand for enhanced remote and mobile services render as essential the adaptation of educational material in these requirements. The main topic addressed in this paper is to propose an alternative process for students attending courses. It refers to multiple types of students meaning that the educational material can be accessed by in campus, remote and mobile students. This paper describes a methodology for creating and adapting synchronous and asynchronous communication for each type of students. The educational material, such as SCORM based courses and video lectures, are transmitted via streaming media technologies, through an open source greek LMS, called ASDL.

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Table 1 ). 
Figure 3. User familiarization with ASDL 
Figure 4. Time required for familiarization 
Figure 5. In case of absence 
Figure 6. Motivation for study 
Evaluating asynchronous and synchronous distance learning platform in a high school

January 2007

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164 Reads

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E Bompoli

ICT can play significant role in the educational process as they bring important changes to the traditional way of teaching, using multimedia and internet technology. This paper presents the evaluation of the application of a Learning Management System, called ASDL (Asynchronous & Synchronous Distance Learning), in Greek private high-schools. ASDL was mainly implemented to be used by students. Pupils are called to use and evaluate such a system for their first time. Studying the questionnaires helped us to export useful conclusions about the pupil's available material infrastructure at home and the way they appreciated the system. Pupils were between 12 and 15 years old. The questionnaires have been integrated in an explicative "story" due to the particular age of the pupils. This method was a better way, in comparison to the traditional questionnaires, to express more clear and comprehensible questions and to get safer answers. It is concluded, through the data analysis and our experience that the participation in this project and the use of ASDL really appreciated and helped pupils. Nevertheless, approximately four out of five pupils could systematically meet asynchronous communication requirements and less than one out of three could participate to synchronous distance learning.

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