{"id":5774,"date":"2021-03-23T07:15:18","date_gmt":"2021-03-23T07:15:18","guid":{"rendered":"https:\/\/asdlab.uom.gr\/?page_id=5774"},"modified":"2021-03-26T09:56:53","modified_gmt":"2021-03-26T09:56:53","slug":"distance-education","status":"publish","type":"page","link":"https:\/\/asdlab.uom.gr\/index.php\/research\/distance-education\/","title":{"rendered":"Distance Education &#8230;"},"content":{"rendered":"<section class=\"kc-elm kc-css-120213 kc_row\"><div class=\"kc-row-container  kc-container\"><div class=\"kc-wrap-columns\"><div class=\"kc-elm kc-css-95922 kc_col-sm-12 kc_column kc_col-sm-12\"><div class=\"kc-col-container\"><div class=\"kc-elm kc-css-138491\" style=\"height: 40px; clear: both; width:100%;\"><\/div>\n<div class=\"kc-elm kc-css-782373 kc-title-wrap \">\n\n\t<h1 class=\"kc_title\">The Distance Education (De) in adolescents with dyslexia<\/h1>\n<\/div>\n<div class=\"kc-elm kc-css-88265 kc_text_block\"><\/p>\n<p>\nBecause of the lately changes in education delivery modes \u2013 due to the COVID pandemic \u2013 students were forced to attend DE classes. However, their preparation was scarce and their attitudes could affect the results of the educational practice. The attitudes and readiness to participate in DE of students with dyslexia and their parents are studied before and after the former have participated in DE lessons with the use of assistive technology. The main aim is to see if this slight change of DE \u2013 the delivery of DE courses that are more adapted to the needs of students with dyslexia than the courses already delivered \u2013 could influence their attitudes and readiness to participate in DE. If this is the case then efforts towards the adaption of DE to specific needs would be necessary if we want to have better prepared and more positive students in DE<\/p>\n<p>Research Coordinator: Dr. Eleni Koustriava<\/p>\n<p>\n<\/div><div class=\"kc-elm kc-css-289271\" style=\"height: 60px; clear: both; width:100%;\"><\/div><\/div><\/div><\/div><\/div><\/section>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":2196,"parent":275,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-5774","page","type-page","status-publish","has-post-thumbnail","hentry"],"featured_image_urls_v2":{"full":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/10\/Data-Analytical-1-scaled.jpg",2560,1203,false],"thumbnail":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/10\/Data-Analytical-1-150x150.jpg",150,150,true],"medium":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/10\/Data-Analytical-1-300x141.jpg",300,141,true],"medium_large":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/10\/Data-Analytical-1-768x361.jpg",640,301,true],"large":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/10\/Data-Analytical-1-1024x481.jpg",640,301,true],"1536x1536":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/10\/Data-Analytical-1-1536x722.jpg",1536,722,true],"2048x2048":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/10\/Data-Analytical-1-2048x963.jpg",2048,963,true],"academix-single-team-thumb":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/10\/Data-Analytical-1-360x270.jpg",360,270,true],"academix-team-thumbnail":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/10\/Data-Analytical-1-263x216.jpg",263,216,true],"academix-event-thumbnail":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/10\/Data-Analytical-1-555x370.jpg",555,370,true],"academix-event-gallery-thumb":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/10\/Data-Analytical-1-227x168.jpg",227,168,true],"academix-blog-thumb":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/10\/Data-Analytical-1-100x80.jpg",100,80,true],"wppb-medium":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/10\/Data-Analytical-1-600x450.jpg",600,450,true]},"post_excerpt_stackable_v2":"<p>The Distance Education (De) in adolescents with dyslexia Because of the lately changes in education delivery modes \u2013 due to the COVID pandemic \u2013 students were forced to attend DE classes. However, their preparation was scarce and their attitudes could affect the results of the educational practice. The attitudes and readiness to participate in DE of students with dyslexia and their parents are studied before and after the former have participated in DE lessons with the use of assistive technology. The main aim is to see if this slight change of DE \u2013 the delivery of DE courses that are&hellip;<\/p>\n","category_list_v2":"","author_info_v2":{"name":"Konstantinos Charitakis","url":"https:\/\/asdlab.uom.gr\/index.php\/author\/charitakis\/"},"comments_num_v2":"0 comments","yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Distance Education ... - Accessibility and Support of Individuals with Disabilities Laboratory<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/asdlab.uom.gr\/index.php\/research\/distance-education\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Distance Education ... - Accessibility and Support of Individuals with Disabilities Laboratory\" \/>\n<meta property=\"og:description\" content=\"The Distance Education (De) in adolescents with dyslexia Because of the lately changes in education delivery modes \u2013 due to the COVID pandemic \u2013 students were forced to attend DE classes. 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