Nikos Karacapilidis’s scientific contributions

For the past two decades, information and communication technologies (ICT) have transformed the ways professors teach and students learn. This study aims to investigate the perceptions of onsite and online students and professors. It was conducted into ICT-supported or technology-rich environments at a Faculty of Administration of a large Canadian university. To conduct the study, a moderator-type theoretical research model was developed, out of which nine hypotheses were formulated. The authors used a multimethod approach to collect data, that is, a Web survey involving open- and closed-ended questions, as well as a structured interview. The sample was composed of 313 students who completed an electronic survey on a Web site and 16 professors teaching to these students who participated in a structured interview. The quantitative data analysis was performed using a structural equation modeling software, that is, Partial Least Squares (PLS); the qualitative data were analyzed following a thematic structure using QSR NVivo software.

Improvements in technology have led to innovations in training such as Electronic Learning (E-learning). E-learning aims to help organizations in their training initiatives by simplifying the training process and cutting cost. It also attempts to help employees in their learning processes by making learning readily accessible. Unfortunately, the diffusion of this innovation has not been as successful as was initially predicted. In this paper we explore the drivers behind the diffusion of e-learning. Apart from the factors investigated by previous research, we believe that one more dimension, -human factors- should be taken into account when evaluating the diffusion of a training innovation, since learners are, to a large extent, the central issue of training. In the case of e-learning we believe that motivation plays a key role in the diffusion of e-learning.

Team-based learning is an active learning instructional strategy used in the traditional face-to-face classroom. Web-based computer-mediated communication (CMC) tools complement the face-to-face classroom and enable active learning between face-to-face class times. This paper presents the results from pilot assessments of computer-supported team-based learning. The authors utilized pedagogical approaches grounded in collaborative learning techniques, such as team-based learning, and extended these techniques to a web-based environment through the use of computer-mediated communications tools (discussion web-boards). This approach was examined through field studies in the course of two semesters at a US public technological university. The findings indicate that the perceptions of team learning experience such as perceived motivation, enjoyment and learning in such a web-based CMC environment are higher than in traditional face-to-face courses. In addition, our results show that perceived team members’ contributions impact individual learning experiences. Overall, Web-based CMC tools are found to effectively facilitate team interactions and achieve higher-level learning.