arXiv subjects

Theodoros Vavouras

Publications and source records attributed to Theodoros Vavouras.

4 recordsLinked to original sources

arXiv2026

A Qualitative Comparative Study of Communication in Higher Distance Education

The rise of open and distance education has made it more important than ever to have communication tools that are simple, flexible, and good for helping students work together, talk to each other, and feel connected. Researchers have already looked at how instant messaging apps like WhatsApp and Telegram can be used for learning. Viber, on the other hand, has not been studied as much, especially when it comes to its use in higher education at a distance. This article builds on a previously published conference case study conducted at the Hellenic Open University (HOU), which examined the use of Viber in distance collaborative projects. The present study extends that work by offering a comparative discussion of communication ecosystems in higher distance education. Using ideas from connectivism learning theory, along with the concepts of social presence and community-based learning, this article looks at how chatting on Viber can add to and improve formal online learning. The findings show that Viber is not just a simple messaging app. It also works as a casual space where students pass along what they know, give each other a hand, and slowly build a sense of being part of a group. This lines up with other research showing that social media can help students in distance learning feel less isolated. Overall, the study shows why it makes sense to include informal chat platforms when planning courses for higher education at a distance.

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arXiv2026

Distance Learning and Multilingual Education: A Case Study of Challenges and Pedagogical Perspectives in the Greek Border Region

In increasingly multicultural and multilingual societies, foreign language learning has become essential not only for communication but also for social cohesion and professional advancement. Distance education has emerged as a flexible and accessible solution, particularly for adults seeking to enhance their linguistic and intercultural competencies. This study explores the views of foreign language teachers regarding the role of distance education in promoting multilingualism, with a specific focus on culturally diverse border regions. Conducted in the Regional Unit of Evros, Greece, the research adopts a qualitative methodology based on semi-structured interviews with five language educators working in public and private education. Findings reveal that teachers recognize the potential of digital tools such as Massive Open Online Courses (MOOCs), machine translation applications (e.g., Google Translate, DeepL), and adaptive learning platforms to support multilingual learning, particularly when used as supplementary resources. However, concerns were raised about the lack of personalized feedback, limited interactivity, and the absence of culturally contextualized content on existing platforms. Teachers emphasized the importance of digital literacy, pedagogical training, and culturally inclusive design to ensure effective implementation. The study highlights the need for targeted support for educators in border regions and calls for more locally adapted digital resources that reflect linguistic diversity. These findings offer insights for policymakers and educational technology developers aiming to improve the quality and reach of multilingual education in remote or underserved areas.

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arXiv2026

Synthetic Media in Multilingual MOOCs: Deepfake Tutors, Pedagogical Effects, and Ethical-Policy Challenges

In recent years, synthetic media from deepfake videos have emerged as a new interesting technology, whether that refers to cloned voices, multilingual translation models, or more recent applications of avatar tutors into higher education. As such, these technologies are rapidly becoming part of the multilingual distance learning model and, more recently, MOOCs worldwide. This article is a scoping review that focuses on recent international literature published between 2020 and 2025 to explore the usage of deepfake and synthetic media tools and methods in multilingual MOOC content and assess the influence of these technologies on social presence and participation. Similarly, we focus on ethical and political issues that are closely connected with the adaptation of these technologies, and upon analysing educational technology and policy documents, such as UNESCO's Guidelines and the EU AI Act, we pinpoint that the use of synthetic avatars and AI-generated videos can diminish production costs and assist multilingual learning. Evidently, concerns arise regarding authenticity, privacy, and the shifting nature of the teacher-learner relationship that are thoroughly discussed. As a result, the technical merit of this paper is the proposal of a policy framework that, in an effort to address these issues, focuses on transparency, responsible governance, and AI literacy. The goal is not to replace human instruction but to integrate synthetic media in ways that strengthen pedagogical design, safeguard rights, and ensure that multilingual MOOCs become more interesting and inclusive rather than more automated robotic processes and unequal

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arXiv2025

A comprehensive review of sensor technologies, instrumentation, and signal processing solutions for low-power Internet of Things systems with mini-computing devices

This article provides a comprehensive overview of sensors commonly used in low-cost, low-power systems, focusing on key concepts such as Internet of Things (IoT), Big Data, and smart sensor technologies. It outlines the evolving roles of sensors, emphasizing their characteristics, technological advancements, and the transition toward "smart sensors" with integrated processing capabilities. The article also explores the growing importance of mini-computing devices in educational environments. These devices provide cost-effective and energy-efficient solutions for system monitoring, prototype validation, and real-world application development. By interfacing with wireless sensor networks and IoT systems, mini-computers enable students and researchers to design, test, and deploy sensor-based systems with minimal resource requirements. Furthermore, this article examines the most widely used sensors, detailing their properties and modes of operation to help readers understand how sensor systems function. The aim of this study is to provide an overview of the most suitable sensors for various applications by explaining their uses and operations in simple terms. This clarity will assist researchers in selecting the appropriate sensors for educational and research purposes or understanding why specific sensors were chosen, along with their capabilities and possible limitations. Ultimately, this research seeks to equip future engineers with the knowledge and tools needed to integrate cutting-edge sensor networks, IoT, and Big Data technologies into scalable, real-world solutions.

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