E-LEARNING AS A COMPLEMENTARY MECHANISM TO TEACH POLITICAL SCIENCE – BETWEEN THE VOID OF THE CLASSROOM AND THE DEMANDS OF AN ONLINE GENERATION
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Abstract
Online teaching has occupied a prominent place in the training process of new generations, whether through formal models of education and training, or through informal education and training. The pandemic caused by the SARS-COV-2 coronavirus has had an effect on the way societies function, having produced the need to adapt work and educational contexts to the demands associated with physical distancing. This paper derives from a reflection that takes into account the pedagogical dimensions associated with the context of the classroom, with the need to adapt training to the online model, at a time when digitalization occupies a leading place in the western way of life. For this purpose, the teaching experience in the academic year 2020/2021 at the University of Beira Interior is based on a characterization of the pedagogical models associated with Political Science teaching.
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How to Cite
Costa, B. F. (2023). E-LEARNING AS A COMPLEMENTARY MECHANISM TO TEACH POLITICAL SCIENCE – BETWEEN THE VOID OF THE CLASSROOM AND THE DEMANDS OF AN ONLINE GENERATION. Methodical Perspectives, 14(14-1), 15–31. https://doi.org/10.19090/mv.2023.14.15-31
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Section
TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC: THE RISE OF ELEARNING
References
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Middleton, D. (2010). Putting the learning into e-learning. Eur Polit Sci 9: 5–12.
Morgado, L. (2001). O papel do professor em contextos de ensino online: problemas evirtualidades. Discursos 3: 125–138.
Palvia, S., Aeron, P., Gupta, P., Mahapatra, D., Parida, R., Rosner, R. & Sindhi, S. (2018). Online education: worldwide status, challenges, trends, and implications. Journal of Global Information Technology Management 21 (4): 233–241.
Pasquino, G. (2002). Curso de Ciência Política. Cascais: Principia.
Pintassilgo, J. (2014). Os professores: entre a ciência da educação e a arte de ensinar (reflexões entre o passado e o presente), in Pesquisa(s) em história da educação e da infância: conexões entre a ciência e a história, org. S. Camara (Rio de Janeiro: Quartet – Faperj).
Moore, L., Dickson-Deane, C. & Galven, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? Internet and Higher Education 14: 129–135.
Sakkir, G., Dollah, S. & Ahmad, J. (2021). E-learning in COVID-19 situation: students` perception. EduLine: Journal of Education and Learning Innovation 1 (1): 9–15.
Tavangarian, D., Leypold, M. E., Nölting, K., Röser, M., & Voigt, D. (2004). Is e-Learning the solution for individual learning? Electronic Journal of e-Learning 2 (2): 273−280.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco, CA: Jossey-Bass.
Wenczenovicz, T. J. (2020). Ensino a distância, dificuldades presenciais: perspectivas em tempos de COVID-19. Revista Ibero-Americana De Estudos Em Educação 15 (4): 1750–1768.
Electronic publications:
International Labour Organization (2020). Youth & COVID-19: Impacts on jobs, education, rights and mental well-being. Accessed 12. 5. 2022. URL:.
Brown, C. & Luzmore, R. (2021). A brief history of education – from Ancient Greece to the Enlightenment. Education Tomorrow (Society Now). Bingley: Emerald Publishing Limited: 39–55.
Chen, W. & Wellman, B. (2004). The global digital divide – within and between countries. IT&SOCIETY 1 (7): 18–25.
Davis, N. L., Gough, M. & Taylor, L. L. (2019). Online teaching: advantages, obstacles and tools for getting it right. Journal of Teaching in Travel & Tourism 19 (3): 256–263.
Eberly, M. B., Newton, S. E. & Wiggins, R. A. (2001). The syllabus as a tool for student centered learning. The Journal of General Education 50 (1): 56–74.
Evertson, C. M. & Green, J. L. (1986). Observation as inquiry and method, in Handbook of research on teaching, ed. M. Wittrock (New York: MacMillan): 162–230.
Flores, M. A. & Gago, M. (2020). Teacher education in times of COVID-19 pandemic In Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching 46 (4): 507–516.
Flores, M. A., Veiga Simão, A. M., Barros, A., Flores, P., Pereira, D., Lopes Fernandes, E.,Costa Ferreira, P., & Costa, L. (2021). Ensino e aprendizagem à distância em tempos de COVID-19: um estudo com alunos do Ensino Superior. Revista Portuguesa De Pedagogia 55: e055001.
Flores, M. A., Barros, A., Simão, A. M. V. et al. (2022). Portuguese higher education students’ adaptation to online teaching and learning in times of the COVID-19 pandemic:personal and contextual factors. High Educ 83: 1389–1408.
Heath, A. F. & Clifford, P. (1990). Class inequalities in education in the Twentieth Century. Journal of the Royal Statistical Society 152 (1): 1–16.
Ibrahim, F. & Padilla-Valdez, N. (2021). Knowledge Management and Blended Learning: Towards a Compatibility and Complementarity Model, in Handbook of Research on Analyzing IT Opportunies for Inclusive Digital Learning, eds. Pablos, P. O., Almunawar, M. N., Chui, K. T. & Kaliannan, M. (USA: Igi Global).
Malet Calvo, D., Cairns, D., França, T., & de Azevedo, L. F. (2022). ‘There was no freedom to leave’: Global South international students in Portugal during the COVID-19 Pandemic. Policy Futures in Education 20 (4): 382–401.
Malinowski, B. (2014). Argonauts of the Western Pacific. London: Routledge.
Marks, G. N. (2005). Cross-National differences and accounting for social class inequalities in education. International Sociology 20 (4): 483–505.
Marques da Silva, S. (2021). Building trust, resilient regions, and educational narratives: Municipalities dealing with COVID-19 in border regions of Portugal. European Educational Research Journal 20 (5): 636–666.
Middleton, D. (2010). Putting the learning into e-learning. Eur Polit Sci 9: 5–12.
Morgado, L. (2001). O papel do professor em contextos de ensino online: problemas evirtualidades. Discursos 3: 125–138.
Palvia, S., Aeron, P., Gupta, P., Mahapatra, D., Parida, R., Rosner, R. & Sindhi, S. (2018). Online education: worldwide status, challenges, trends, and implications. Journal of Global Information Technology Management 21 (4): 233–241.
Pasquino, G. (2002). Curso de Ciência Política. Cascais: Principia.
Pintassilgo, J. (2014). Os professores: entre a ciência da educação e a arte de ensinar (reflexões entre o passado e o presente), in Pesquisa(s) em história da educação e da infância: conexões entre a ciência e a história, org. S. Camara (Rio de Janeiro: Quartet – Faperj).
Moore, L., Dickson-Deane, C. & Galven, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? Internet and Higher Education 14: 129–135.
Sakkir, G., Dollah, S. & Ahmad, J. (2021). E-learning in COVID-19 situation: students` perception. EduLine: Journal of Education and Learning Innovation 1 (1): 9–15.
Tavangarian, D., Leypold, M. E., Nölting, K., Röser, M., & Voigt, D. (2004). Is e-Learning the solution for individual learning? Electronic Journal of e-Learning 2 (2): 273−280.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco, CA: Jossey-Bass.
Wenczenovicz, T. J. (2020). Ensino a distância, dificuldades presenciais: perspectivas em tempos de COVID-19. Revista Ibero-Americana De Estudos Em Educação 15 (4): 1750–1768.
Electronic publications:
International Labour Organization (2020). Youth & COVID-19: Impacts on jobs, education, rights and mental well-being. Accessed 12. 5. 2022. URL: