Written assignments in distance learning and communication with learners as part of the role of the lecturer in the distant education

According to Lionarakis (2001, p.1), the most important issues in the application of distance learning are the design and production of educational / teaching material, which is the main lever of the educational process. Lionarakis continues that the teacher through a procedure of complementarity encourages the learning process through various forms of communication with the learners. How much a student is encouraged it depends on his personality and the diversity of educational problems. The synthetic expression "open and distance education seals the new educational dimension and methodology" (Lionarakis, 2001, p.2). An ally of distance learning is new technologies (Lionarakis, 2001, p.4). Lionarakis also emphasizes that in recent years, the Algex and the new technologies have been in constant communication, as LEXAR is defined as the education that teaches and energizes the student in self-action. Finally, he states (2001) that the distance is nullified and there is a variety of educational means.


IMPORTANCE AND NECESSITY OF THE SURVEY
Research is a step-by-step process for gathering and analyzing information in order to increase understanding of a topic or issue. This means that we are conducting a survey to contribute to existing information on emerging issues (Creswell, 2016). As in the present paper we will deal with the role of the teacher in distance learning, it is worth mentioning that according to Zygouris&Mavroides (2011), the role of the counselor is particularly important as through the communication with the students it meets the needs of learners both at the level of learning support and at the emotional one. Communication can take many forms either by living, by e-mail or anything else. The needs of trainees are many and it is necessary to be satisfied. The professor -counselor is the most important constant to which the learners can get and rely on (Zygouris&Mavroid, 2011).
The quality of the teacher-consultant communication with the trainees is decisive for the course of the students' studies (Lionarakis, 2001, pp. In Iliadou, 2010. Iliadou (2010) emphasizes that the role of the teacher in distance learning differs from the role the teacher plays in traditional education because there is no classroom, the group of students consists of people from different ages and there is no immediate feedback. What makes distance learning to be different from the traditional -conventional teaching is the trainee's independence from the trainer (Moore, 1973, op. Ed., Iliadou, 2010.
Iliadou&Anastasiadis (2010) highlight how important the writing of papers is. The student learns energetically (Lionarakis, 2001, cited in Iliadou&Anastasiadis, 2010. Analytical comments are a form of a constructive dialogue and identify the positive points of work and its weaknesses. Rowntree (1998) & Race (1999 reported that only a few students are able to study based solely on their own strengths as they are not all familiar with this way of education. Keegan (2001, cited in Tzotzu&Bijlaki, 2013 reports that students tend to abandon their studies at those distant institutions where the structures for reconnecting teaching activities are not restored to a satisfactory degree. In distance learning, the transmitter and the receiver are in a different location and use communication means to exchange messages (Tompson, 1999, op. Cit., Sarakatsanou&Vassala, 2011. Thus, new technologies contribute significantly to the realization of distance learning as they help to achieve a two-way communication and relieve the student from the need of physical presence in the educational process (Sarakatsanou&Vassala, 2011).
OfraNirgal (2002) reminds us that a virtual learning environment allows students to be free from the time and place constraints. It also mentions the separation of modern and asynchronous learning (Beaudin, 1999, Ref., In Nirgal, 2002, as follows:  Modern learning: where we have the traditional model of learning with both teacher and student to be together and technology to be used targeted,  Asynchronous learning: where a teacher and a learner are not present at the same time as technology unites them.
According to Solomon (1996, cited in Nirgal, 2002, the role of the teacher is to be a diagnostic, promoter and mediator, to work with groups of students and to help them progress on their own. The professor -counselor is like a "personal trainer" for those learning through computers (Sheidlinger, 1999, in Nirgal, 2002.Thus, in the present study we will analyze a series of empirical researches in which the authors, using quantitative qualitative approaches, investigated, among other things, the role of the teacher-consultant in distance learning. This dimension was chosen because it was considered particularly interesting and satisfying the curiosity and interest of the writer of this work, who is a teacher of secondary education, thus comes into contact and communicates with students on a daily basis. Proper communication and feedback is of the greatest interest to the writer of this work and is a personal goal to be achieved.

Theoretical reflection of reported empirical research
According to Zygouris&Mavroides (2011), who examined communication between a teacher and a trainee in distance learning, live, e-mail or anything else, the needs of the trainees are many and must be met. The whole process of the distance learning method creates ancomplicated situation, as questions and practical problems cannot be solved directly by the "live" contact with the professor consultant. Teachers should have the appropriate skills to increase learner participation in the learning process and develop communication with trainees (Crossen, 2004, Wigforw, 1999, Manning, Cohen & De Michieli, 2003, Kriakidis, 2007, pp. ref. to Zygouris&Mavroides, 2011. As Boultonunderlined (2002, cited in Zygouris&Mavroides, 2011, communication encourages the interaction, co-operation and teamwork among trainees. The role of the lecturer is to develop teaching methods that will enhance learning and communication, as well as use tools that will make learning more active, participative and constructive (Diaz &Blazquez, 2005, Kiriakidis, 2007, cf. Zygouris&Mavroides, 2011. Studying the views of the students on the frequency, the subject, the ways and the quality of the communication is also investigated by the research of Iliadou&Anastasiadis (2010). Writing is an important activity in which the student learns in an energetic way (Lionarakis, 2001, op. Ed., Iliadou&Anastasiadis, 2010. The above research continues by investigating the role of the lecturer as a coordinator of the distance learning procedure, which provides psychological support to students and contributes to the increase of their self-confidence (Notaras, 2001). This study also examines the fact that there is no classroom, the group of students is uneven in age and there is no direct feedback (Iliadou&Anastasiadis, 2010).
What makes distance learning different from traditional-conventional teaching is the trainee 's independence from the trainer (Moore, 1973, cited inIliadou&Anastasiadis, 2010). The survey by Eliadou (2011) explores the subject of distance learning from a different perspective and examines the views of the teachers -advisors on the usefulness and quality of communication with students. The role of the counselor is multiple as she leads students to actively engage with the educational material and at the same time helps them to deepen his study and, of course, encourages them by supporting them psychologically (Eliadou, 2011).
The relationship between the teacher and the learner is bi-directional, so learning is promoted and therefore effective communication is necessary (Kokkos, 1998, op., In Eliadou, 2011. The trainee's needs are different so the adult trainer is Peters (emphasis added in Iliadou, 2011) emphasizes that each educational organization should aim at autonomous and self-guided learning through educational material (Thorpe, 2001).
The objective ofthe empirical research of Sarakatsanou&Vassila (2011), is the factors of development, context and impact of interpersonal-mediated student communication -consultant professor, in the students' learning process of the OR.
Swen (2011, cited in Sarakatsanou&Vassala, 2011, states that in distance learning the high rate of interaction with the teacher helps students to be more satisfied with the education they offer. Loizidou&Chatzitheodoulou (2001, cited in Sarakatsanou&Vassala, 2011 emphasizes that all forms of communication in distance learning are contributing to the emotional and academic support of the students.The "case study" focuses on the research by Tzotzou&Bialaki (2013). They focused on the negative feelings of fear and insecurity that students feel about inadequate communication with the teacher. Although many students enjoy personalized learning, many feel uncertainty and anxiety (Tzotzu&Bijlaki, 2013). Personalized learning in distance education refers to learning through action, is an individually and not a collective activity. It also focusedon the educational material provided, the support of the students, the role of the teacher (professor -counselor, interpersonal communication and the help provided by the new technologies) (Tzotzou&Bijlaki, 2013).
OfraNirgal (2002) focuses on the use of computers by trainees, as people and information sources become available and readily accessible anywhere, anytime. Research continues, stressing that in recent years technology has developed special educational techniques for distance learning. Thompson & McGrath (1999, cited inNirgal, 2002 underlined that the most important factor which is affecting students in on line courses is the flexibility they offer. In all this, the question that arises has to do with the role of the counselor in virtual learning (Nirgal, 2002). Her role should be diagnostic and motivational, to mediate and work with groups of students who will help them to work and progress on their own (Solomon, 1996, op., Nirgal, 2002. The study of Valais &Andreadou stresses the fundamental principle of distance education: "continuous communication between the foundation and support of its students" (Holmberg, 2002, op.αναφ, Vassala&Andreadou, 2009).
Vassala&Andreadou continued that in the real communication (direct and indirect), it is of the utmost importance to create a two-way interaction, especially between students and the teacher-consultant and among students themselves. The communication is either face to face, or by e-mail or by the telephone. In real communication, the professor-consultant pursues specific goals using methods that promote active participation of the students and rely on experiential learning (Vassala&Andreadou, 2009). The professor -counselor encourages trainees, supervises them, coordinates the whole procedure and, of course, evaluates written work (Vassala&Andreadou, 2009).

Research questions
The research questions raised by Zygouris&Mavroides (2011) are as follows: 1. What needs do students think their communication with the professor-consultant covers in a distance education program?
2.Which ways and forms of communication with the professor -consultant consider the students to be more effective? 1. Whether the support received by the graduates from the MSs was satisfactory.

What were their views on the communication developed with the teachers-consultants?
Although the survey by Eliadou (2011)  To what extent students are familiar with personalized learning.

Whether individual learning meets the needs and aspirations of students.
They also make an effort to capture student suggestions to improve the implementation and promotion of personalized learning, while Sarakatsanou&Vassala (2011) investigate: 1. Reasons for initiating, maintaining or interrupting communication with the teacher-consultant.
2. The factors that affect the frequency of communication.
3. What behavior on the part of the teacher-consultantstudents prefer?
4. What needs do they have to communicate with teacher-consultant?
5. If communication with the teacher-consultant contributes to learning.

Methodological approach of listed empirical research
In the empirical study of Zygouris&Mavroidis (2011), the main purpose was to highlight the role of the teacher-consultant in distant education in the trainers' training program where a combination of quantitative and qualitative approach was used, i.e. a questionnaire and a semi-structured interview.
In the empirical research of Eliadou&Anastasiades (2010)

More important results of the empirical studies
In Zygouris&Mavroides (2011), the majority of trainees believe that trainers need to spend more time developing communication, stressing how strong this need is. This communication covers educational and emotional needs such as resolving questions about writing and preparing for the examinations (Zygouris&Mavroidis, 2011). The research continues, emphasizing that the most important form of communication is the interpersonal one.
The survey by Eliadou&Anastasiades (2010) states that directness, i.e. face-to-face communication, is the most effective. Second comes the by phone or by e-mail communication, while no one preferred the ordinary mail.
Although the survey of Iliadis (2011) takes into consideration the opinions of only 8 people, so the results do not allow us any generalizations, the teacher-consultant considers that the face to face communication is very important as there is interpersonal communication with the students. The researchcontinues that the writing of papers is more useful to students' study and is the most effective learning tool as well as an indirect way of communication and interaction between students (Eliadou, 2011).
In the Vassala&Andreadou study (2009), the majority of graduates said that direct and indirect communication helped them solve the problems and encouraged them. The graduates agreed that their work was clearly commented on by the teacher-consultant, and that the comments were the basis of the students' feedback (Vassala&Andreadou, 2009).
The Sarakatsanou&Vassala (2011) research concludes that the preferred behavior of the teacher-consultant is to be available, friendly, responsive to the students' individual needs and to respond quickly to their messages. This means that the role of the teacher is to cover the educational and emotional needs of the students.