Papers by Anastasia Mavraki
Driven by competition amongst higher education institutions, increasing recognition of the benefi... more Driven by competition amongst higher education institutions, increasing recognition of the benefits of international academic mobility, and the global pandemic, transnational distance education has accelerated in recent years. Despite its many advantages, quality assurance issues can pose significant obstacles to success. Using a collaborative autoethnography approach, this study aimed to conceptualize quality dimensions from the perspectives of three Greek graduate students shaped by their collective experience at an open university in Canada. The findings suggest that quality encompasses accessibility, learnercentred instructional design, social-emotional support, and applying acquired knowledge and skills in local contexts. The significance of this study further illustrates the emerging transnational distance student population and highlights their experiences to inform quality internationalization practices in higher education for all students.
Tenth Pan-Commonwealth Forum on Open Learning
Transnational distance education is a strategic practice that contributes to the internationaliza... more Transnational distance education is a strategic practice that contributes to the internationalization of higher education. However, little is known about the transnational student learning experience and the practices necessary to support intended outcomes, including preparing post-graduates with essential skills and competencies for employment and lifelong learning within their local communities, country of origin, and globalized economy. Therefore, this study explores the factors contributing to the success and challenges encountered during a graduate program undertaken at an open, distance education university in Canada from the perspective of Greek female graduates. By employing a collaborative autoethnography approach, researcher-participants explored critical components including accessibility, communication, international perspectives and application, and transformation for lifelong learning to support quality dimensions in internationalization practices. As a result, we find...
Tenth Pan-Commonwealth Forum on Open Learning
Transnational distance education is a strategic practice that contributes to the internationaliza... more Transnational distance education is a strategic practice that contributes to the internationalization of higher education. However, little is known about the transnational student learning experience and the practices necessary to support intended outcomes, including preparing post-graduates with essential skills and competencies for employment and lifelong learning within their local communities, country of origin, and globalized economy. Therefore, this study explores the factors contributing to the success and challenges encountered during a graduate program undertaken at an open, distance education university in Canada from the perspective of Greek female graduates. By employing a collaborative autoethnography approach, researcher-participants explored critical components including accessibility, communication, international perspectives and application, and transformation for lifelong learning to support quality dimensions in internationalization practices. As a result, we find...
Tenth Pan-Commonwealth Forum on Open Learning
Transnational distance education is a strategic practice that contributes to the internationaliza... more Transnational distance education is a strategic practice that contributes to the internationalization of higher education. However, little is known about the transnational student learning experience and the practices necessary to support intended outcomes, including preparing post-graduates with essential skills and competencies for employment and lifelong learning within their local communities, country of origin, and globalized economy. Therefore, this study explores the factors contributing to the success and challenges encountered during a graduate program undertaken at an open, distance education university in Canada from the perspective of Greek female graduates. By employing a collaborative autoethnography approach, researcher-participants explored critical components including accessibility, communication, international perspectives and application, and transformation for lifelong learning to support quality dimensions in internationalization practices. As a result, we find...
Tenth Pan-Commonwealth Forum on Open Learning, 2022
Transnational distance education is a strategic practice that contributes to the internationaliza... more Transnational distance education is a strategic practice that contributes to the internationalization of higher education. However, little is known about the transnational student learning experience and the practices necessary to support intended outcomes, including preparing post-graduates with essential skills and competencies for employment and lifelong learning within their local communities, country of origin, and globalized economy. Therefore, this study explores the factors contributing to the success and challenges encountered during a graduate program undertaken at an open, distance education university in Canada from the perspective of Greek female graduates. By employing a collaborative autoethnography approach, researcher-participants explored critical components including accessibility, communication, international perspectives and application, and transformation for lifelong learning to support quality dimensions in internationalization practices. As a result, we find...
The Journal of Contemplative Inquiry, 7(1), 2020
This collective autoethnography discusses the effects of mindfulness practices integrated into an... more This collective autoethnography discusses the effects of mindfulness practices integrated into an online Master of Education course at a Canadian Distance Education university. While the M.Ed. program is designed to address challenges typically associated with online courses, such as spatial and temporal distance, lower levels of synchronous interaction with peers and instructors, balancing flexibility and autonomy, as well as feeling isolated, the authors initially found themselves overwhelmed by the pressures stemming from competing responsibilities and emotional demands of being an online learner. They report on how the mindfulness practices, introduced midway through the program, impacted their online learning experience and their personal lives beyond the program. One of the key aspects of the marked growth was their improved self-regulated learning (SRL) skills that are essential for online learners. The chief mindfulness-supported habits that the authors found to positively affect the forethought, performance, and self-reflection processes were enhanced intrinsic motivation, self-awareness, and a mindful approach to time management.
This paper reports the experience of three international graduate students in an online Master of... more This paper reports the experience of three international graduate students in an online Master of Education program at Athabasca University. It also includes the voice of their instructor who guided them through the experience and supported in the critical inquiry, including the writing of this autoethnographic account, on how selected mindfulnessbased teaching and learning strategies impacted students' experience and learning outcomes. The findings of our autoethnography consistently pointed to the positive effects of blending into an online program instructional strategies that combined the online asynchronous interaction with synchronous virtual meetings and chats as well as face-to-face encounters. They also demonstrated positive effects of incorporating mindfulness-based teaching and learning strategies in this environment. There is a growing body of scientific evidence on benefits of mindfulness practices on teaching and learning, cognitive and emotional performance, as well as general well-being of students and teachers. Mindfulness is often defined as "the awareness that emerges through paying attention on purpose, in the present moment, and nonjudgmentally to the unfolding of experience moment by moment." Some of the mindfulness-based teaching and learning strategies include mindful listening and speaking, storytelling, deep reflection, quieting the mind, centering, visualization, establishing personal versus collective space, explicit gratitude, and mindful feedback. This study addressed the gap in research on the integration of mindfulness-based teaching-learning strategies in the online and blended environment. In short, students reported that mindfulness strategies empowered them, made them become their better selves, and promoted successful self-directed learning and a rewarding learning experience.
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Papers by Anastasia Mavraki