Article Sidebar

Submitted
Sep 3, 2019
Accepted
Nov 4, 2019
Published
May 13, 2020
Download
PDF
Statistic
Read Counter : 2064 Download : 1440

Main Article Content

Abstract

Access to education and training has been a growing concern to different international organizations, and the concern for socially vulnerable groups at risk of exclusion, such as the prison population, in particular, has been increasingly evident. In this context, and assuming that education and training in prisons must have a similar degree of demand as regular educational institutions, Online Education, mediated by digital platforms, is an opportunity for inmates to acquire knowledge and skills. In fact, the integration of digital platforms in the context of imprisonment can be a very appropriate tool to revitalize the educational experience. It is precisely the creation of learning environments enriched with audiovisual technologies that we intend to analyse, describing their impact on the creation and development of a virtual learning community, based on the qualitative analysis of the perceptions and narratives of seventeen students attending Higher Education in prisons and having as reference the pedagogical models developed by Garrison et al. (2000) and Moreira (2017). The results show that the design of the online environment anchored in these models and in the use of audiovisual technologies can have very positive effects in the creation and development of virtual learning communities in higher education in prison context.

Keywords

Education in Prisons Audiovisual Technologies Online Learning Virtual Learning Communities

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.

The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.

For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code

How to Cite
Dias-Trindade, S., & Moreira, J. A. (2020). Online Learning Environments enriched with audiovisual technologies and its impact on the construction of virtual communities in Higher Education in prison context. Journal of E-Learning and Knowledge Society, 16(2), 09-16. https://doi.org/10.20368/1971-8829/1135039

References

  1. Altrichter, H., Posch, P. & Somekh, B. (1996). Teachers investigate their work: an introduction to the methods of action research. London: Routledge.
  2. Bardin, L. (1977), L´analyse de contenu, Paris, PUF.
  3. Bolívar, A. (2012). Justicia social y equidad escolar: una revisión actual, Revista Internacional de Educación para la Justicia Social (RIEJS). 1(1). 9-45.
  4. Cassel, C. & Johnson, P. (2006). Action Research: Explaining the Diversity. London: Sage Publications.
  5. Connell, R. W. (2012). Schools and social justice. Philadelphia: Temple University Press.
  6. Dias-Trindade, S., & Carvalho, J. (2019). História, tecnologias digitais e mobile learning. Coimbra: IUC. DOI: https://doi.org/10.14195/978-989-26-1705-3
  7. Dias-Trindade, S., & Moreira, J. A. (2019). Pedagogical scenarios enriched with audiovisual technologies and their impact on the promotion of the learning skills of inmate students in Portugal. Digital Education Review. 35, June. 97-110. DOI: https://doi.org/10.1344/der.2019.35.97-110
  8. Duarte, R. (2002). Cinema & Educação. Belo Horizonte: Autêntica.
  9. Eden, C. & Huxham, C. (1996). Action Research for management research. Journal of Management. Vol. 7. 75-86. DOI: https://doi.org/10.1111/j.1467-8551.1996.tb00107.x
  10. European Commission (2003). Comunicação da Comissão ao Conselho, Parlamento Europeu, Comité Económico e Social e Comité das Regiões – Relatório Final sobre o eEurope2002 [COM (2003) 66 final]. Bruxels: Serviço de Publicações da Comissão Europeia.
  11. European Commission (2005), eEurope – uma sociedade da informação para todos. Bruxels: Serviço de Publicações da Comissão Europeia.
  12. Faerber, R. (2002). Le groupe d'apprentissage en formation à distance: ses caractéristiques dans un environnement virtuel. In Larose, F. & Karsenti, T. (Eds.) La Place des TIC dans la Formation Initiale et Continue (pp. 99-128). Sherbrooke: Editions du CRP.
  13. Garrison, D. & Anderson, T. (2003). E-learning in the 21st Century: A Framework for Research and Practice. New York: Routledge Falmer.
  14. Garrison, D., Anderson, T. & Archer, W. (2000). Critical Inquiry in a Text- Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education. 2(2-3). 87-105. DOI: https://doi.org/10.1016/S1096-7516(00)00016-6
  15. Garrison, D. R. & Arbaugh, J. B. (2007). Researching the community of Inquiry Framework: Review, Issues, and Future Directions. The Internet and Higher Education. 10(3). 157-172. DOI: https://doi.org/10.1016/j.iheduc.2007.04.001
  16. Henri, F. & Basque, J. (2003). Conception d'activités d'apprentissage collaboratif en monde virtuel. In Deaudelin, C. & Nault, T. (Eds.). Collaborer pour apprendre et faire apprendre (pp. 29-52). Saint-Foy: PUQ Marcotte.
  17. Hobhouse, L. T. (1992). The elements of social justice. New York: Henry Holt and Company.
  18. Honneth, A. (2010). Reconocimiento y menosprecio. Sobre la fundamentación normativa de una teoría social. Madrid: Katz Editores.
  19. Hurtado, C. N. (2005). Educación popular: una mirada de conjunto, Decisio, Pátzcuaro. jan-apr. 3-14.
  20. McNiff, J. & Whitehead, J. (2009). Doing and writing action research. California: Sage Publications.
  21. Miles, M. & Huberman, M. (1994). Drawing Valid Meaning from Qualitative Data: Toward a Shared Craft. Educational Researcher, 13, 20-30. DOI: https://doi.org/10.2307/1174243
  22. Moore, J., Dickson-Deane, C. & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education. 14(2). 129-135. DOI: https://doi.org/10.1016/j.iheduc.2010.10.001
  23. Moreira, J. A. (2017). A pedagogical model to deconstruct moving pictures in virtual learning environments and its impact on the self-concept of postgraduate students. Journal of e-Learning and Knowledge Society. 13(1). 77-90. DOI: https://doi.org/10.20368/1971-8829/1255
  24. Moreira, J. A. & Almeida, A. C. (2011). How reliable and consistent is our learning community of inquiry? Psychometric qualities of the community of inquiry survey instrument applied to a sample of higher education Portuguese students. In EduLearn 2011. International Conference on Education and New Learning Technologies, 4th-6th July 2011 – Barcelona (Spain).
  25. Murillo, J. & Hernández, R. (2011). Hacia un concepto de justicia social. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación. 9(4). 8-23.
  26. Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks. 6(1). 21-40.
  27. Salmon, G. (2000). E-Moderating. The Key to Teaching and Learning Online. London: Kogan Page.
  28. Thiollent, M. (2005). Metodologia da pesquisa-ação. São Paulo: Cortez Editora.
  29. Vala, J. (1986). A análise de conteúdo. In Silva, A. & Pinto, J. (Orgs.). Metodologia das Ciências Sociais. Porto: Edições Afrontamento.
  30. Young, I. M. (1990). Justice and the politics of difference. New Jersey: Princeton University.