Panos Vlachopoulos
Macquarie University
22 Papers
34 Citations
Panos Vlachopoulos is an academic researcher from Macquarie University. The author has contributed to research in topics: Higher education & Digital media. The author has an hindex of 7, co-authored 22 publications. Previous affiliations of Panos Vlachopoulos include Massey University & Hong Kong Polytechnic University.
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Papers
Influence of Learning Design of the Formation of Online Communities of Learning
Shazia K. Jan,Panos Vlachopoulos +1 more
TL;DR: In this article, a study on a fully online Bachelor's level course in Health Sciences at a European University conducted to explore the influence of learning design on the formation and evolution of different types of communities of learning.
Social Network Analysis and Online Learning Communities in Higher Education: A Systematic Literature Review
Shazia K. Jan,Panos Vlachopoulos,Mitch Parsell +2 more
- 01 Mar 2019
TL;DR: It is found that while SNA is effective in detecting prominent participants, sub-groups and certain aspects of a CoP, a specific SNA measure cannot be correlated with a particular presence in a CoI and needs to be complemented with a qualitative analytical technique.
How are task reflexivity and intercultural sensitivity related to the academic performance of MBA students
TL;DR: In this paper, the authors examined the impact of task reflexivity and intercultural sensitivity on academic performance in an MBA program and found that engagement in task-reflexivity enables students to develop higher levels of inter-cultural sensitivity, allowing them to reap the positive effects of diversity in their peer group.
A comparative study on the traditional and intensive delivery of an online course: design and facilitation recommendations
TL;DR: In this paper, a comparative study on a fully online postgraduate course offered in traditional (i.e., 13-week academic session) and intensive (e.g., 6-week session) delivery formats is presented.
Using Factor Analysis to Validate a Questionnaire to Explore Self-Regulation in Learner-Generated Digital Media (LGDM) Assignments in Science Education.
TL;DR: The variables empirically verified in this study have important practical implications, as they could provide educators with the direction in which to target interventions to improve learners’ experiences with LDGM.