Dr. D (Dimitrios) Vlachopoulos

Essel, H. B., Vlachopoulos, D., Essuman, A. B., & Amankwa, J. O. (2024). ChatGPT effects on cognitive skills of undergraduate students: Receiving instant responses from AI-based conversational large language models (LLMs). Computers and Education: Artificial Intelligence, 6, Article 100198. https://doi.org/10.1016/j.caeai.2023.100198

Morrison, E. H., & Vlachopoulos, D. (2023). Exploring secondary students’ emergency remote teaching and learning experience in science curriculum during the COVID-19 pandemic. Contemporary Educational Technology, 15(4), Article ep473. https://doi.org/10.30935/cedtech/13703

Perry, L. R., & Vlachopoulos, D. (2023). Learning Attainment in English Lessons: A Study of Teachers’ Perspectives on Native English Speakers and English as an Additional Language (EAL) Students at an International School. Education Sciences, 13(9), Article 901. https://doi.org/10.3390/educsci13090901

Vlachopoulos, D., Thorkelsdóttir, R. B., Schina, D., & Jónsdóttir, J. G. (2023). Teachers’ Experience and Perceptions of Sustainable Digitalization in School Education: An Existential Phenomenological Study of Teachers in Romania, Greece, Cyprus, Iceland, and The Netherlands. Sustainability (Switzerland), 15(18), Article 13353. https://doi.org/10.3390/su151813353

Essel, H. B., Vlachopoulos, D., Nyadu-Addo, R., Tachie-Menson, A., Baah, P. K., & Owusu-Antwi, C. (2023). The Impact of Mental Health Predictors of Internet Addiction among Pre-Service Teachers in Ghana. Behavioral Sciences, 13(1), Article 20. https://doi.org/10.3390/bs13010020

Greaves, R., & Vlachopoulos, D. (2023). The Use of Gamification as a Vehicle for Pedagogic Sharing and Teachers’ Professional Development. RIED-Revista Iberoamericana de Educacion a Distancia, 26(1), 245-264. https://doi.org/10.5944/ried.26.1.34026

Essel, H. B., Vlachopoulos, D., Tachie-Menson, A., Johnson, E. E., & Baah, P. K. (2022). The impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian higher education. International Journal of Educational Technology in Higher Education, 19(1), Article 57. https://doi.org/10.1186/s41239-022-00362-6

Essel, H. B., Vlachopoulos, D., Tachie-Menson, A., Nunoo, F. K. N., & Johnson, E. E. (2022). Nomophobia among Preservice Teachers: a descriptive correlational study at Ghanaian Colleges of Education. Education and Information Technologies, 27(7), 9541-9561. https://doi.org/10.1007/s10639-022-11023-6

Baiden, P., Essel, H. B., Vlachopoulos, D., Tachie-Menson, A., & Essuman, M. A. (2022). The Effect of Gamification on Home Economics Students' Motivation and Engagement in Drawing Activities. Technology, Knowledge and Learning, 27(1), 161-182. https://doi.org/10.1007/s10758-021-09566-7

Boateng, A. A., Essel, H. B., Vlachopoulos, D., Johnson, E. E., & Okpattah, V. (2022). Flipping the Classroom in Senior High School Textile Education to Enhance Students’ Learning Achievement and Self-Efficacy. Education Sciences, 12(2), Article 131. https://doi.org/10.3390/educsci12020131

Vlachopoulos, D. (2022). How the “Lessons Learned” from Emergency Remote Teaching Can Enrich European Higher Education in the Post-COVID-19 Era. Higher Learning Research Communications, 12, 147-156. https://doi.org/10.18870/hlrc.v12i0.1357

Nsouli, R., & Vlachopoulos, D. (2021). Attitudes of nursing faculty members toward technology and e-learning in Lebanon. BMC Nursing, 20(1), Article 116. https://doi.org/10.1186/s12912-021-00638-8

Essel, H. B., Vlachopoulos, D., Tachie-Menson, A., Johnson, E. E., & Ebeheakey, A. K. (2021). Technology-induced stress, sociodemographic factors, and association with academic achievement and productivity in ghanaian higher education during the covid-19 pandemic. Information (Switzerland), 12(12), Article 497. https://doi.org/10.3390/info12120497

Sáenz-Castro, P., Vlachopoulos, D., & Fàbregues, S. (2021). Exploring the relationship between saber pro test outcomes and student teacher characteristics in Colombia: Recommendations for improving bachelor’s degree education. Education Sciences, 11(9), Article 507. https://doi.org/10.3390/educsci11090507

Essel, H. B., Vlachopoulos, D., & Tachie-Menson, A. (2021). The relationship between the nomophobic levels of higher education students in Ghana and academic achievement. PLoS ONE, 16(6 June), Article e0252880. https://doi.org/10.1371/journal.pone.0252880

Vlachopoulos, D. (2021). Organizational change management in higher education through the lens of executive coaches. Education Sciences, 11(6), Article 269. https://doi.org/10.3390/educsci11060269

Makri, A., Vlachopoulos, D., & Martina, R. A. (2021). Digital escape rooms as innovative pedagogical tools in education: A systematic literature review. Sustainability (Switzerland), 13(8), Article 4587. https://doi.org/10.3390/su13084587

Safadi, S., & Vlachopoulos, D. (2021). Understanding Faculty Perceptions of Quality Assurance in Saudi Higher Education. International Journal of Assessment and Evaluation, 28(1), 79-97. https://doi.org/10.18848/2327-7920/CGP/v28i01/79-97

Vlachopoulos, D., & Makri, A. (2021). Quality Teaching in Online Higher Education: The Perspectives of 250 Online Tutors on Technology and Pedagogy. International Journal of Emerging Technologies in Learning, 16(6), 40-56. https://doi.org/10.3991/ijet.v16i06.20173

Debrah, A., Yeyie, P., Gyimah, E., Halm, G. G., Sarfo, F. O., Mensah, T., Kwame, S. A., & Vlachopoulos, D. (2021). Online instructional experiences in an unchartered field - The challenges of student-teachers of a Ghanaian College of Education. Journal of Digital Learning in Teacher Education, 37(2), 99-110. https://doi.org/10.1080/21532974.2021.1892553

Phelps, A., & Vlachopoulos, D. (2020). Successful transition to synchronous learning environments in distance education: A research on entry-level synchronous facilitator competencies. Education and Information Technologies, 25(3), 1511-1527. https://doi.org/10.1007/s10639-019-09989-x

Essel, H. B., Vlachopoulos, D., Adom, D., & Tachie-Menson, A. (2020). Transforming higher education in Ghana in times of disruption: flexible learning in rural communities with high latency internet connectivity. Journal of Enterprising Communities, 15(2), 296-312. https://doi.org/10.1108/JEC-08-2020-0151

Ashely-Welbeck, A., & Vlachopoulos, D. (2020). Teachers' perceptions on using Augmented Reality for language learning in Primary Years Programme (PYP) education. International Journal of Emerging Technologies in Learning, 15(12), 116-135. https://doi.org/10.3991/ijet.v15i12.13499

Vlachopoulos, D., & Makri, A. (2019). Online communication and interaction in distance higher education: A framework study of good practice. International Review of Education, 65(4), 605-632. https://doi.org/10.1007/s11159-019-09792-3

McGuinness, N., & Vlachopoulos, D. (2019). Student experiences of using online material to support success in A-level economics. International Journal of Emerging Technologies in Learning, 14(3), 80-109. https://doi.org/10.3991/ijet.v14i03.9406

Tejeiro, R., Vlachopoulos, D., Edwards, A., & Campos, E. (2019). Research brief indirect feedback: A dialoguing approach to assessment. Higher Learning Research Communications, 9(1), 1-8. https://doi.org/10.18870/hlrc.v9i1.444

Al Lily, A. E., Foland, J., Stoloff, D., Gogus, A., Deniz Erguvan, I., Tomé Awshar, M., Tondeur, J., Hammond, M., Venter, I. M., Jerry, P., Vlachopoulos, D., Oni, A., Liu, Y., Badosek, R., López de la Madrid, M. C., Mazzoni, E., Lee, H., Kinley, K., Kalz, M., ... Schrader, P. G. (2017). Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology. Information Development, 33(3), 270-288. https://doi.org/10.1177/0266666916646415

Vlachopoulos, D. (2016). Assuring quality in e-learning course design: The roadmap. International Review of Research in Open and Distance Learning, 17(6), 183-205. https://doi.org/10.19173/irrodl.v17i6.2784

Vlachopoulos, D., & Pitsiavas, D. (2016). The digital profile of primary school principals: Achieving effective educational administration through ICT. International Journal of Educational Organization and Leadership, 23(3), 17-28. https://doi.org/10.18848/2329-1656/cgp/v23i03/17-28

Vlachopoulos, D., & Cardó, P. G. (2013). Web 2.0 in classics: The use of blogs for monitoring students' knowledge of ancient Greek grammar. Agora - Estudos Classicos em Debate, 15, 313-327.

Vlachopoulos, D. (2013). Stress experienced by baccalaureate students preparing for the catalan university access examinations. International Journal of Interdisciplinary Educational Studies, 7(1), 41-54. https://doi.org/10.18848/2327-011X/CGP/v07i01/53257

Mateo, J., & Vlachopoulos, D. (2013). Reflexiones en torno al aprendizaje y a la evaluación en la universidad en el contexto de un nuevo paradigma para la educación superior. Educacion XX1, 16(2), 183-208. https://doi.org/10.5944/educxx1.16.2.2639

Vlachopoulos, D. (2013). "Digital Classics": A new scientific field that offers new teaching and learning opportunities for the study of ancient Greek. International Journal of Humanities Education, 10(1), 15-24. https://doi.org/10.18848/2327-0063/CGP/v10i01/43811

Mateo, J., Escofet, A., Martínez-Olmo, F., Ventura, J., & Vlachopoulos, D. (2012). Evaluation tools in the european higher education area (ehea): An assessment for evaluating the competences of the final year project in the social sciences. European Journal of Education, 47(3), 435-447. https://doi.org/10.1111/j.1465-3435.2012.01536.x

Mateo, J., Escofet, A., Martínez, F., Ventura, J., & Vlachopoulos, D. (2012). The Final Year Project (FYP) in social sciences: Establishment of its associated competences and evaluation standards. Studies in Educational Evaluation, 38(1), 28-34. https://doi.org/10.1016/j.stueduc.2011.12.002

Mateo, J., & Vlachopoulos, D. (2012). Applying the methodology of problem-based learning in the subject of Cultural Management: an alternative model of evaluation. Revista Iberoamericana De Educacion, 58(2).

Sangrà, A., Vlachopoulos, D., & Cabrera, N. (2012). The conceptual framework of e-learning: A view from inside. International Journal of Learning, 18(4), 93-104. https://doi.org/10.18848/1447-9494/cgp/v18i04/47573

Sangrà, A., Vlachopoulos, D., & Cabrera, N. (2012). Building an inclusive definition of e-learning: An approach to the conceptual framework. International Review of Research in Open and Distance Learning, 13(2), 145-159. https://doi.org/10.19173/irrodl.v13i2.1161

Cardó, P. G., & Vlachopoulos, D. (2012). Sages parmi des sophistes: Athénée et la tradition des Sept Sages. Agora - Estudos Classicos em Debate, 14, 171-194.

Vlachopoulos, D. (2009). Introducing online teaching in Humanities: A case study about the acceptance of online activities by the academic staff of classical languages. Digithum, (11).

Vlachopoulos, D. (2009). The challenges of introducing new technologies in Humanities: A case study of the perceptions of academic staff of classics. Ubiquitous Learning, 1(2), 51-60. https://doi.org/10.18848/1835-9795/cgp/v01i02/40357

Vlachopoulos, D. (2020). Covid-19: Threat or opportunity for online education? Higher Learning Research Communications, 10(1), Article 2. https://doi.org/10.18870/hlrc.v10i1.1179

Vlachopoulos, D. (2008). Manual of ancient Greek Grammar Exercises. Agora - Estudos Classicos em Debate, 10, 159-161.

Ransom, B., & Vlachopoulos, D. (2021). The meaning of mission statements to school practice and professional development: An interpretative phenomenological analysis. Educar, 57(1), 49-63. https://doi.org/10.5565/REV/EDUCAR.1126

Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 14(1), Article 22. https://doi.org/10.1186/s41239-017-0062-1