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Garrote Jurado, RamónORCID iD iconorcid.org/0000-0002-3971-9894
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Publications (10 of 46) Show all publications
da Silva, M., Bonin, J. C. & Garrote Jurado, R. (2023). Elementos da cultura digital para o ensino de filosofia no Ensino Médio: o que dizem as pesquisas?: Elements Of Digital Culture For Teaching Philosophy In Highschool: What Does The Research Say?. Educação em Análise, 8(1)
Open this publication in new window or tab >>Elementos da cultura digital para o ensino de filosofia no Ensino Médio: o que dizem as pesquisas?: Elements Of Digital Culture For Teaching Philosophy In Highschool: What Does The Research Say?
2023 (Portuguese)In: Educação em Análise, ISSN 24480320, Vol. 8, no 1Article in journal (Refereed) Published
Abstract [en]

Digital culture refers to the practices, habits, and values that emerge from people'sinteractions with digital technologies, such as the Internet, social networks, and mobile apps,among others. In the curriculum of basic education, it is necessary to work with elements of DigitalCulture so that students can exercise digital citizenship in a critical and reflective way. However,research indicates that teachers, many of them digital immigrants, do not have appropriateresources from the Digital Culture to teach their classes while students, digital natives, observe theidiosyncratic logic and dynamics of school with their reality and notice a great mismatch. Based onthis context, the question is: what are the elements of digital culture that contribute to the reflectionand criticality of students in the teaching of Philosophy in high school? The aim of this text is tohighlight the resources of digital culture that contribute to the reflection and criticality of studentsin the teaching of Philosophy in high school. The methodology is a qualitative bibliographicapproach. As a result, it was observed, in existing research, that the digital resources adopted inpedagogical practices contribute to the teaching of Philosophy and that, depen ding on the resourceused, they allow: illustrating philosophical concepts and theories in a concrete way; stimulatephilosophical and critical reflection; develop critical skills; stimulate debate; share ideas andopinions on philosophical topics; democra tize access to illustrative, representative and interactivephilosophical content; offer different perspectives according to the context and pedagogicalintentions.

Abstract [pt]

A cultura digital refere se às práticas, hábitos e valores que emergem dainteração humana com as tecnologias digitais, como a internet, as redes sociais, osaplicativos móveis, entre outros. No currículo da educação básica, é necessário trabalhareleme ntos da Cultura Digital para que os estudantes possam exercer a cidadania digital deforma crítica e reflexiva. Com isso, questiona se: quais são os elementos da cultura digitalque contribuem para a reflexão e criticidade dos estudantes no ensino da Filos ofia doensino médio? O objetivo consiste em evidenciar os recursos da cultura digital quecontribuem para a reflexão e criticidade dos estudantes no ensino da Filosofia no ensinomédio. A metodologia é de abordagem qualitativa do tipo bibliográfica. Como resultados,observou se, nas pesquisas já existentes, que os recursos digitais adotados nas práticaspedagógicas contribuem para o ensino de Filosofia e que a depender do recurso utilizado,eles permitem: ilustrar conceitos e teorias filosóficas de modo co ncreto; estimular areflexão filosófica e crítica; desenvolver habilidades críticas; estimular o debate;compartilhar ideias e opiniões sobre temas filosóficos; democratizar o acesso a conteúdosfilosóficos ilustrativos, representativos e interativos; ofer ecer perspectivas diversas deacordo com o contexto e intencionalidades pedagógicas.

Abstract [es]

La cultura digital se refiere a las prácticas, hábitos y valores que surgen de la interacciónde las personas con las tecnologías digitales, como la internet, las redes sociales, los aplicativosmóviles, entre otros. En el plan de estudios de la educación básica, es necesario trabajar elementosde la Cultura Digital para que los estudiantes puedan ejercer la ciudadanía digital de manera crític ay reflexiva. Sin embargo, las investigaciones muestran que los profesores, muchos de ellosinmigrantes digitales, no se apropian de recursos provenientes de la Cultura Digital paraministraren sus clases mientras los estudiantes, nativos digitales, obser van la lógica y la dinámicaescolar idiosincrática con su realidad y notan un gran descompaso. Con base en ese contexto, secuestiona: ¿cuáles elementos de la cultura digital contribuyen para la reflexión y criticidad de losestudiantes en la enseñanza de Filosofía en la escuela secundaria? El objetivo de este texto esevidenciar los recursos de la cultura digital que contribuyen para la reflexión y criticidad de losestudiantes en la enseñanza de Filosofía en la escuela secundaria. La metodología es de abo rdajecualitativa de la tipología bibliográfica . Como resultado, se observó, en investigaciones existentes,que los recursos digitales adoptados en las prácticas pedagógicas contribuyen a la enseñanza de laFilosofía y que, dependiendo del recurso utilizad o, permiten: ilustrar conceptos y teorías filosóficasde forma concreta; estimular la reflexión filosófica y crítica; desarrollar habilidades críticas;estimular el debate; compartir ideas y opiniones sobre temas filosóficos; democratizar el acceso aconte nidos filosóficos ilustrativos, representativos e interactivos; ofrecen diferentes perspectivassegún el contexto y las intenciones pedagógicas.

Keywords
Philosophy Digital Culture High School Digital Technologies
National Category
Pedagogical Work
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-30347 (URN)10.5433/1984-7939.2023v8n1p62 (DOI)
Available from: 2023-08-17 Created: 2023-08-17 Last updated: 2024-01-18Bibliographically approved
Zwierewicz, M., Machado dos Santos, A., Pereira Vieira de Liz, C. & Garrote Jurado, R. (2023). From teacher education to knowledge in pedagogical practice: A commitment towards the context and to the sustainable development goals. Revista Ibero-Americana de Estudos em Educação, Araraquara, Brasil, 18(00), Article ID e023106.
Open this publication in new window or tab >>From teacher education to knowledge in pedagogical practice: A commitment towards the context and to the sustainable development goals
2023 (English)In: Revista Ibero-Americana de Estudos em Educação, Araraquara, Brasil, ISSN 1982-5587, Vol. 18, no 00, article id e023106Article in journal (Refereed) Published
Abstract [en]

The purpose of this study is to map evidence of relevant knowledge being appreciated in stricto sensu graduate research which bind teacher education to pedagogical practice. It is a review study which prioritizes a bibliographical review and a qualitative approach utilizing the descriptors “teacher education”, “pedagogical practice”, and “relevant knowledge” when selecting studies available in the Catalogue of Thesis and Dissertations of CAPES. The results denote special attention to relevant knowledge manifested in meeting local demands while teacher education is still in progress. Some proximity is also observed in part of the researches with global demands, even though this is not clearly indicated in the studies. However, there are no references to the Sustainable Development Goals in the studies we have analyzed, which confirms an issue to be addressed in the policies intended for teacher education in the Brazilian context, because these goals express planetary needs which no longer can be disregarded in the pedagogical practice.

Abstract [es]

Este estudio tiene como objetivo mapear la evidencia de la valoración del conocimiento pertinente en la investigación de posgrado stricto sensu que vincula la formación docente con la práctica pedagógica. Se trata de un estudio de revisión que prioriza la investigación bibliográfica y el abordaje cualitativo, en el que se utilizaron los descriptores "formación docente", "práctica pedagógica" y "conocimiento pertinente" en la selección de estudios disponibles en el Catálogo de Tesis y Disertaciones de la CAPES. Los resultados denotan especial atención a los conocimientos pertinentes expresados en la preocupación por satisfacer las demandas locales incluso durante la formación docente. También existe cierta proximidad de parte de la investigación a las demandas globales, aunque esto no se afirma explícitamente en los estudios. Sin embargo, no hay referencia a los Objetivos de Desarrollo Sostenible en los estudios analizados, lo que confirma una cuestión a ser abordada en las políticas de formación docente en el contexto brasileño, porque estas metas expresan necesidades planetarias que ya no pueden ser ignoradas en la práctica pedagógica.

Abstract [pt]

Este estudo tem como objetivo mapear evidências de valorização do conhecimento pertinente em pesquisas de pós-graduação stricto sensu que vinculam a formação docente à prática pedagógica. Trata-se de um estudo de revisão que prioriza a pesquisa bibliográfica e a abordagem qualitativa, no qual foram utilizados os descritores “formação docente”, “prática pedagógica” e “conhecimento pertinente” na seleção de estudos disponibilizados no Catálogo de Teses e Dissertações da CAPES. Os resultados denotam especial atenção com conhecimentos pertinentes expressados na preocupação com o atendimento a demandas locais ainda durante as formações docentes. Observa-se também alguma proximidade de parte das pesquisas com demandas globais, ainda que isso não seja declarado explicitamente nos estudos. Contudo, não há referência aos Objetivos de Desenvolvimento Sustentável nas pesquisas analisadas, confirmando uma questão a ser abordada nas políticas de formação docente no contexto brasileiro, porque esses objetivos expressam necessidades planetárias que não podem mais ser desconsideradas na prática pedagógica.

Place, publisher, year, edition, pages
Araraquara: , 2023
Keywords
Teacher education. Pedagogical practice. Relevant knowledge. Context. Sustainable Development Goals (SDG)
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-30939 (URN)10.21723/riaee.v18i00.17767 (DOI)001111415600001 ()
Available from: 2023-11-29 Created: 2023-11-29 Last updated: 2024-02-01Bibliographically approved
Garrote Jurado, R., Pettersson, T. & Zwierewicz, M. (2023). STUDENTS' ATTITUDES TO THE USE OF ARTIFICIAL INTELLIGENCE. In: ICERI2023 16th International conference of Education, Research and Innovation, November 13th-15th, 2023, Seville, Spain: . Paper presented at ICERI2023 16th International conference of Education, Research and Innovation, Seville, Spain, November 13-15, 2023.. Seville, Spain
Open this publication in new window or tab >>STUDENTS' ATTITUDES TO THE USE OF ARTIFICIAL INTELLIGENCE
2023 (English)In: ICERI2023 16th International conference of Education, Research and Innovation, November 13th-15th, 2023, Seville, Spain, Seville, Spain, 2023Conference paper, Published paper (Refereed)
Abstract [en]

This paper aims to raise awareness about recent developments in AI and urge educators to prepare for a wider application of digital tools in the future. The authors emphasize the importance of utilizing AI to achieve the goals while maintaining the integrity of examinations.Artificial intelligence (AI) has made remarkable progress in recent years, enabling it to be widely adopted in higher education. Today, AI can provide personalized learning experiences, create virtual learning environments and automate grading of students. The release of ChatGPT (GPT stands for Generative pre-trained transformer) in November 2022 gave many educators and institutions cause for alarm as it provided students with access to software potentially able to assist in the writing process of papers and assignments, as well as provide help with literature reviews, identification of research questions and formatting and language reviews of articles. Hence, it became a problem for teachers in higher education that students could be tempted to use AI to write essays and other assignments intended to test their knowledge and abilities. In a recent study, more than half of American college students believe that using AI tools to complete assignments or exams is cheating. In this paper, the authors compare these results with a similar survey of Swedish college students´ opinions.The authors conclude that there is an urgent need to establish procedures and ethical rules for the use of AI in higher education.

Place, publisher, year, edition, pages
Seville, Spain: , 2023
Keywords
Artificial Intelligence; AI; ChatGPT; ICT; Higher Education, Educational Software
National Category
Pedagogy
Identifiers
urn:nbn:se:hb:diva-30938 (URN)10.21125/iceri.2023 (DOI)9788409559428 (ISBN)
Conference
ICERI2023 16th International conference of Education, Research and Innovation, Seville, Spain, November 13-15, 2023.
Available from: 2023-11-29 Created: 2023-11-29 Last updated: 2023-12-04Bibliographically approved
Garrote Jurado, R., Pettersson, T. & Zwierewicz, M. (2022). Barriers to the utilization of educational software. In: ICERI2022 Proceedings: . Paper presented at 15th annual International Conference of Education, Research and Innovation, Seville, Spain, 7-9 November, 2022.. Seville, Spain
Open this publication in new window or tab >>Barriers to the utilization of educational software
2022 (English)In: ICERI2022 Proceedings, Seville, Spain, 2022Conference paper, Published paper (Refereed)
Abstract [en]

Quantitative data about the use of various tools in the Learning Management System (LMS) in the year 2004, the academic year 2009-2010 and 2018 at a small Swedish university confirm the notion that increased use of educational software usually does not lead to a wider use of collaborative pedagogical methods. This paper aims to explain why lecturers predominantly use LMS to distribute documents to students, rather than to facilitate collaborative learning and interaction. A survey of lecturers and students’ perceptions collected in the spring of 2019 with an online questionnaire provided additional qualitative data.

The authors discuss the situation with restrictions due to the Corona pandemic and a change of LMS in the years 2019-2022 as a problem to both the education process and the collection of data, but also as an opportunity to accelerate the implementation of on-line digital methods. It remains to be seen if the increased use of off-campus methods in 2020 to 2022 will be persistent over time.        

In their conclusions the authors assert that a wider use of the tools for interaction depends on pedagogical practices built on social constructivist, learner centered theories of learning. They suggest that if higher education is only justified by the impact on economic growth, creation of new jobs and new products rather than as a means for personal growth and development, it works as a barrier to the use of pedagogical methods intended to elicit student activity and promote the creation of learner communities and shared perspectives. 

Place, publisher, year, edition, pages
Seville, Spain: , 2022
Keywords
E-learning, Learning Management systems, Engineering Education, Higher Education, Educational Software
National Category
Social Sciences Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-28993 (URN)10.21125/iceri.2022.0146 (DOI)978-84-09-45476-1 (ISBN)
Conference
15th annual International Conference of Education, Research and Innovation, Seville, Spain, 7-9 November, 2022.
Available from: 2022-11-30 Created: 2022-11-30 Last updated: 2022-11-30Bibliographically approved
Garrote Jurado, R. & Fjelldal, R. (2022). Synpunkter på utbildning och support under bytet av lärplattform vid Högskolan i Borås (HB) 2021-2022. Borås
Open this publication in new window or tab >>Synpunkter på utbildning och support under bytet av lärplattform vid Högskolan i Borås (HB) 2021-2022
2022 (Swedish)Report (Other (popular science, discussion, etc.))
Abstract [sv]

I denna rapport presenteras en undersökning av lärares upplevelse av utbildning och support under bytet av lärplattform 2021-2022 vid Högskolan i Borås. Syftet var att samla den undervisande personalens upplevelse av en komplicerad process och ge underlag för reflektion och eftertanke för alla inblandade. Dessutom berörs några frågeställningar som måste beaktas när organisationen av teknisk och/eller pedagogisk support skall planeras.

Place, publisher, year, edition, pages
Borås: , 2022. p. 14
Keywords
Högre utbildning, digitalisering av högra utbildning, lärplattform, CANVAS
National Category
Humanities and the Arts Other Social Sciences not elsewhere specified
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-27900 (URN)
Available from: 2022-05-20 Created: 2022-05-20 Last updated: 2022-05-20Bibliographically approved
Bó, R. G., Zwierewicz, M., Garrote Jurado, R., Velasco, J. M., Lehmkuhl, M. d. & Baade, J. H. (2022). Teacher education towards educational inclusion from the perspective of master’s and doctoral research. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, 38(1)
Open this publication in new window or tab >>Teacher education towards educational inclusion from the perspective of master’s and doctoral research
Show others...
2022 (English)In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, ISSN 0102-4450, E-ISSN 1678-460X, DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, ISSN 0102-4450, Vol. 38, no 1Article in journal (Refereed) Published
Abstract [en]

nclusive education requires teacher education initiatives that enable pedagogical practices committed to students’ singularities. This article aims to systematize contributions to teacher education towards educational inclusion provided by research conducted at the master’s and doctoral levels in Education. We selected studies published from 2016 to 2019 in the Catalogue of Theses and Dissertations maintained by the Coordination for the Improvement of Higher Education Personnel (CAPES), and we used the following descriptors: “inclusão escolar” (educational inclusion), “formação docente” (teacher education), “Ensino Fundamental” (elementary and middle school). With regard to our theoretical foundations, our study builds on the work of authors such as Campos (2009), Marques et al. (2020), Nóvoa (1999, 2017, 2019) and Zwierewicz et al. (2020). Methodologically, it is based on bibliographic review with a qualitative approach. Results show that teacher education is one of the pillars to build educational inclusion; creativity and collaborative work are critical; teachers’ work environment should allow them to re-signify reality as they re-signify themselves, mobilized by reflections on their own pedagogical practices and by recognition for initiatives committed to educational inclusion principles.

National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-27724 (URN)10.1590/1678-460x202257177 (DOI)2-s2.0-85129741923 (Scopus ID)
Available from: 2022-04-08 Created: 2022-04-08 Last updated: 2024-02-01Bibliographically approved
Garrote Jurado, R., Pettersson, T., Zwierewicz, M., Böhme Suchara, S. C., Leite Schaefer, J. & Pereira da Silva, M. (2022). The use of computer enhanced education: twenty years of dashed hopes. Research, Society and Development journal, 11(5)
Open this publication in new window or tab >>The use of computer enhanced education: twenty years of dashed hopes
Show others...
2022 (English)In: Research, Society and Development journal, ISSN 2525-3409, Vol. 11, no 5Article in journal (Refereed) Published
Abstract [en]

The purpose of this article is to present conditions implied in the use of Learning Management Systems (LMS), at the University of Borås (UB), Sweden, specifically in 2004, 2009, 2010, and 2018, highlighting patterns that characterize the routines adopted by the teachers. Utilizing quantitative and qualitative approaches, the exploratory research included the analysis of courses in area of STEM (Science, Technology, Engineering, and Mathematics). In addition to a general analysis of the respective courses, a questionnaire was applied to 76 professors and 926 students from the mentioned courses. The pattern of use is analyzed by means of classification of tools in four groups; distribution tools, communication tools, interaction tools, and course management tools. The results confirm that LMS is widely utilized to distribute documents to students, while the tools facilitating interaction and collaboration are used sparingly and this pattern is consistent over time. Despite an increase in the total use of LMS, there is no increase in the use of digital tools for interaction in Higher Education, which indicates the importance of promoting a wide use of collaborative methods and of encouraging interaction.

Keywords
Information and Communication Technology; Learning Management Systems, ; Higher Education.
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-27725 (URN)10.33448/rsd-v11i5.28181 (DOI)
Available from: 2022-04-08 Created: 2022-04-08 Last updated: 2022-04-11Bibliographically approved
Pereira da Silva, M., Alves de Aguiar, P. & Garrote Jurado, R. (2020). As tecnologias digitais da informação e comunicação como polinizadoras dos projetos criativos ecoformadores na perspectiva da educação ambiental. Revista Polyphonía, 31(1)
Open this publication in new window or tab >>As tecnologias digitais da informação e comunicação como polinizadoras dos projetos criativos ecoformadores na perspectiva da educação ambiental
2020 (Portuguese)In: Revista Polyphonía, ISSN 2236-0514, Vol. 31, no 1Article in journal (Refereed) Published
Abstract [en]

In order to contribute to an inclusive, democratic society aware of the instructional demandsof the collective within the scope of the educational space, this study outlines someapproximations between the ‘Creative School’ and 'Citizen School' projects. The analysisdiscusses that both initiatives, with their converging and diverging characteristics, are mutuallycomplementary and contribute to global education. Contributions include the guidingprinciples of the International Network of Creative Schools (RIEC) and the experience reporton eco-pedagogical practices issued by the Federal Institute of Santa Catarina, São José Campus(IFSC/SJ), Brazil, which were historicized by means of Digital Information andCommunications Technologies (DICT). In the analyzed experience, digital didactic gameswere deemed as a disseminating instrument of creative eco-pedagogical projects (CEP) andcontributed so that environmental education activities taking place in the Campus were notdiscontinued, but rather resignified by the new subjects who were given the opportunity toengage in such activities.

Abstract [pt]

Com o propósito de contribuir com uma sociedade includente, democrática e atenta às demandas formativas do coletivo que compõe o espaço escolar, este estudo apresenta as aproximações entre as escolas criativas e cidadãs. O texto descreve que ambas as escolas, com características convergentes e divergentes, complementam-se e contribuem para a educação planetária. Como contribuições, apresentam-se os princípios norteadores da Rede Internacional de Escolas Criativas – RIEC e o relato de experiência do Instituto Federal de Santa Catarina – Campus São José - IFSC/SJ, de práticas pedagógicas ecoformadoras que foram historicizadas a partir de Tecnologias Digitais da Informação e Comunicação – TDIC. Na experiência analisada, o jogo didático digital constituiu-se como um instrumento polinizador de Projetos Criativos Ecoformadores (PCE) e contribuiu para que as ações de educação ambiental, desenvolvidas no Campus, não ficassem esquecidas, mas fossem ressignificadas pelos novos sujeitos que passaram a ter a oportunidade de conhecê-las. 

Place, publisher, year, edition, pages
Goiânia: Universidade Federal de Goiás, 2020
Keywords
Creative schools, ‘Citizen school’, Creative Eco-pedagogical Projects, Digital Information and Communications Technologies., Escolas criativas, Escola cidadã, Projetos Criativos Ecoformadores, Tecnologias Digitais da Informação e Comunicação.
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-24615 (URN)10.5216/rp.v31i1.66957 (DOI)
Available from: 2021-01-11 Created: 2021-01-11 Last updated: 2021-02-17Bibliographically approved
Garrote Jurado, R. (2020). Lärares erfarenheter av övergången till distansundervisning VT-20: En översikt.
Open this publication in new window or tab >>Lärares erfarenheter av övergången till distansundervisning VT-20: En översikt
2020 (Swedish)Report (Other academic)
Abstract [sv]

Spridningen av Covid-19 under vårterminen 2020 ledde till krav på en snabb omställning till fjärr- och distansundervisning vid högskolan i Borås. För att få en översikt av lärares reflektioner och erfarenheter kring omställningen genomfördes en enkätundersökning under vecka 21 och 22. Med hänsyn till behovet att få en snabb och överskådlig bild användes en enkät med 11 frågor som besvarades genom att välja bland givna alternativ, men respondenterna inbjöds även att kommentera och utveckla sina synpunkter via mail.

Syftet med undersökningen var att utvärdera stödet för distansundervisning under perioden och bidra till utvecklingen av högskolans framtida organisation av stödet för digitala hjälpmedel i undervisningen.

Publisher
p. 10
National Category
Pedagogy
Identifiers
urn:nbn:se:hb:diva-23684 (URN)
Available from: 2020-08-11 Created: 2020-08-11 Last updated: 2020-08-18Bibliographically approved
Garrote Jurado, R., Petterson, T. & Arazola Ruano, C. (2019). EUROPEAN LECTURERS' PERCEPTIONS OF INTERACTIVE TOOLS IN LEARNING MANAGEMENT SYSTEMS. In: L. Gómez Chova, A. López Martínez, I. Candel Torres IATED Academy (Ed.), : . Paper presented at 12th International Conference of Education Research and Innovation, Seville Spain, November 11-13, 2019. Seville, Spain
Open this publication in new window or tab >>EUROPEAN LECTURERS' PERCEPTIONS OF INTERACTIVE TOOLS IN LEARNING MANAGEMENT SYSTEMS
2019 (English)In: / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres IATED Academy, Seville, Spain, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This study compares the use of Learning Management Systems (LMS) in two universities; University of Borås in Sweden and University of Jaen in Spain. The focus is on the lecturers perceptions about Online Asynchronous Discussions (OAD) and three groups of lecturers are compared; two groups from Borås, divided according to whether they teach mainly Science, Technology, Engineering and Mathematics (STEM; N=31) or Arts and Humanities (A&H; N=45). From Jaen all respondents (N=35) work at the department of education and all but one person selected A&H as their field. The results are similar for the three groups, with lecturers from the STEM field appearing slightly more reluctant to promote online discussions.   

The authors suggest that a major barrier to the use of online asynchronous discussions to elicit student activity and the creation of shared perspectives is the attitudes of lecturers and students whom look at education foremost as a way to acquire subject specific knowledge and a diploma rather than a mean for personal growth and development. It is argued that by teaching students to exercise freedom of expression in a responsible and constructive way universities can justify academic freedom in a democratic society.

Place, publisher, year, edition, pages
Seville, Spain: , 2019
Keywords
Higher education, Learning management systems, educational software
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-22682 (URN)978-84-09-14755-7 (ISBN)
Conference
12th International Conference of Education Research and Innovation, Seville Spain, November 11-13, 2019
Available from: 2020-01-24 Created: 2020-01-24 Last updated: 2020-01-24Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3971-9894

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