(1. First Primary School of Moiron, Heraklion, Crete, Greece; 2. ELearning Lab, University of Crete, Greece)

Abstract: Environment using the distance education method for the History course in the 3rd grade of the Primary School for the unit “The Theseus”. The article consists of three parts. The first one presents the theoretical framework in which Distance School Education refers, the basic principles of creating the educational material, more specifically Mayer’s principles on which the creation of the material was based, and the relationship of ICT with History. This material is recommended as a supplementary tool for the teacher or as a supporting tool for the students’ independent learning. Firstly, the technical means of creating the educational material are mentioned (H5P tools, Chamilo). After the presentation of the material follows the second part in which reference is made to the methodological approach of the research. In both parts of the research, qualitative research of formative evaluation is used as a tool of the questionnaire of open and closed questions. Content analysis was used for the methodological approach to data processing with the unit of analysis being the semantically autonomous vocabulary. Important conclusions emerge from the research. Experts argue that the material is governed by the principles and methodology of Distance Education (scientific coherence — documentation, contributes to the simple-understandable presentation of the knowledge object, is easy to use, supports — guides the learner, supports interaction, provides the possibility of reflection — self-assessment, covers purpose — expected learning outcomes). They also judged that it is in line with the Principles of Multimedia Learning. The teachers argued that the material meets the objectives of the Study program and there is validity in its content. All indicated that they would choose the specific material in the context of teaching the “Theseus” unit. Finally, it is necessary to mention the limitations of the research. Firstly, the non-use of the material for evaluation by the students and secondly, the research sample is small and the results are not generalizable.