Keywords
Distance education, e-learning, higher education, lifelong learning, prisons, teaching and learning, digital inclusion, innovation
Abstract
Higher Education in Europe has undergone massive changes due to technological advancements and changes resulting from the Bologna Process, by which learning should be accessible for all regardless of social exclusion reasons, such as imprisonment. The resulting massification of access to Higher Education requires a flexible and inclusive training offer focused on the student. These are the primary aims of Distance Learning at the Open University of Portugal. The aim of this paper is to understand the viewpoints of twenty-six respondents (students, applicants to courses and senior rehabilitation technicians) on the reality of Higher Education in Distance Learning and e-Learning in a Portuguese prison. This study occurs in a context of a non-positivist paradigm, placing the emphasis on the perception of individuals through a qualitative methodology. The results obtained from interviews show that the education process has many weaknesses and limitations mostly due to the lack of facilities, educational and technological resources, and support from teachers. The conclusion is that it is essential to provide better conditions for prisoners to receive this type of education, as it can be an opportunity for obtaining professional qualification and for personal development, thus increasing their prospects of success in the future.
References
Bardin, L. (1977). L´analyse de contenu. París: PUF.
Barros, R., & Monteiro, A. (2015). E-learning for Lifelong Learning of Female Inmates: The Epris Project. In IATED (Ed.), Edulearn15 Proceedings (pp. 7056-7063). Barcelona: IATED. (https://goo.gl/8w7rX8) (2016-12-28).
Belloni, M. (2009). Educação a Distância. São Paulo: Autores Associados.
Bonk, C., & Graham, C. (Eds.) (2006). The Handbook of Blended Learning, Global Perspectives, Local Designs. San Francisco, USA: Pfeiffer. https://doi.org/10.5465/amle.2008.31413871
Link DOI | Link Google Scholar
Comisión Europea (1999). Declaración de Bolonia. (https://goo.gl/Rp2ZrM) (2016-10-22).
Comisión Europea (2009). Communiqué of the Conference of European Ministers Responsible for Higher Education. (http://goo.gl/ZN32Ex) (2016-08-22).
Decreto Ley 74/2006. Diário da República n.º 60: Serie I-A. (https://goo.gl/NlUeiY) (2016-10-05).
e-Learning Platforms and Distance Learning. Taller A5 de la Conferencia Europea sobre Educación en las Prisiones, 2010. (https://goo.gl/qYBTO1) (2015-10-22).
Gaebel, M., Kupriyanova, V., Morais, R., & Colucci, E. (2014). E-Learning in European Higher Education Institutions: Results of a Mapping Survey. (https://goo.gl/H3HxPt) (2016-08-19).
Link DOI | Link Google Scholar
GHK (2010). Grundtvig and Leonardo da Vinci Catalogue of Projects on Prison Education & Training. (https://goo.gl/MxqtDR) (2016-01-02).
Hamilton, E., & Feenberg, A. (2008). Os códigos técnicos do ensino. In J. Paraskeva & L. Oliveira (Orgs.), Currículo e tecnologia educativa (pp. 117-149). Mangualde: Edições Pedago.
Hammerschick, W. (2010). Report on E-learning in European Prisons - Concepts, Organisation, Pedagogical Approaches in Prison Education. (https://goo.gl/gKoDLX) (2015-12-10).
Link DOI | Link Google Scholar
Lagarto, J., & Andrade, A. (2009). Sistemas de gestão de aprendizagem em e-Learning. In G. Miranda (Org.), Ensino online e aprendizagem multimédia (pp. 5680). Lisboa: Relógio D’ Água Editores.
Lemos, A., & Cunha, P. (2003). Olhares sobre a cibercultura. Porto Alegre: Sulina.
LICOS (2010). E-learning in Prison Education in Europe: Recommendations for European Policy Makers. (https://goo.gl/RK4mbi) (2015-06-01).
Lima, J., & Capitão, Z.C. (2003). E-Learning e E-conteúdos. Lisboa: Edições Centro Atlântico.
Lockitt, W. (2011). Technology in Prisons. (https://goo.gl/zeCJ5A) (2016-08-16).
Masie, E. (2006). The Blended Learning Imperative. In C. Bonk, C., & C. Graham (Eds.). The Handbook of Blended Learning: Global Perspectives, Local Designs. (p. 22-26). San Francisco: Pfeifer.
Link DOI | Link Google Scholar
Monteiro, A., Leite, C., & Lima, L. (2013). Quality of Blended Learning within the Scope of the Bologna Process. Turkish Online Journal of Educational Technology, 12(1), 108-118. (https://goo.gl/H4LMTT) (2016-12-27).
Link DOI | Link Google Scholar
Moran, J. (2013). O que é a educação a distância. (https://goo.gl/nqNtoU) (2015-10-23).
Moreira, J.A., Monteiro, A., Machado, A., & Barros, R. (2016). Sistemas prisionais. História e desafios educacionais da era digital. Santo Tirso: Whitebooks.
Morgado, L. (2001). O papel do professor no ensino online: Problemas e virtualidades. Discursos, III Série, n.º Especial, 125-138. (https://goo.gl/b3A69B) (2016-12-23).
Pelizzari, A., Kriegl, M., Baron, M., Finck, N.T.L, & Dorocinski, S.I. (2002). Teoria da aprendizagem significativa segundo Ausubel. Revista PEC, 2(1) 37-42. (https://goo.gl/Qt3w4j) (2016-12-23).
Pereira, A., Mendes, A., Morgado, L., Amante, L., & Bidarra, J. (2007). Modelo pedagógico virtual da Universidade Aberta. Lisboa: Universidade Aberta. (https://goo.gl/LeQTKX) (2016-12-21).
Rosenberg, M.J. (2001). E-learning: Strategies for Delivering Knowledge in the Digital Age. New York: McGraw-Hill. https://doi.org/10.1002/pfi.4140410512
Link DOI | Link Google Scholar
The County Governor of Hordaland (2005). Case Study Norway Pipeline. (https://goo.gl/w9GTMb) (2016-07-20)
Tscharf, C.F. (2009). Educação e Formação de Adultos em Prisões Portuguesas. Dissertação de Mestrado em Ciências da Educação. Aveiro: Universidade de Aveiro. (https://goo.gl/yYriqW) (2016-12-21).
Turley, C., & Webster, S. (2010). Implementation and Delivery of the Test Beds Virtual Campus Case Study. National Centre for Social Research. (https://goo.gl/qvtDsY) (2015-05-01).
Vala, J. (1986). A análise de conteúdo. In A. Silva, & J. Pinto, (Eds.), Metodologia das Ciências Sociais. (pp. 101-128). Oporto: Afrontamento.
Crossmark
Technical information
Received: 30-09-2016
Revised: 13-11-2016
Accepted: 05-12-2016
OnlineFirst: 15-02-2017
Publication date: 01-04-2017
Article revision time: 44 days | Average time revision issue 51: 52 days
Article acceptance time: 66 days | Average time of acceptance issue 51: 121 days
Preprint editing time: 138 days | Average editing time preprint issue 51: 193 days
Article editing time: 183 days | Average editing time issue 51: 238 days
Metrics
Metrics of this article
Views: 30379
Abstract readings: 23563
PDF downloads: 6816
Full metrics of Comunicar 51
Views: 374927
Abstract readings: 286463
PDF downloads: 88464
Cited by
Cites in Web of Science
Fermin-Gonzalez, Marlene. Research on Virtual Education, Inclusion, and Diversity: A Systematic Review of Scientific Publications (2007-2017) INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING, 2019.
Tardio-Crespo, Victor; Alvarez-Alvarez, Carmen. Analysis of the Websites of Public Secondary Schools of Cantabria (Spain) REICE-REVISTA IBEROAMERICANA SOBRE CALIDAD EFICACIA Y CAMBIO EN EDUCACION, 2018.
https://doi.org/10.15366/reice2018.16.3.003
Abbad, Muneer M. M.; . Using the UTAUT model to understand students' usage of e-learning systems in developing countries Medical journal of the Islamic Republic of Iran, 2000.
https://doi.org/10.1007/s10639-021-10573-5
Jiang, LP and Al-Shaibani, GKS. Influencing factors of students' small private online course-based learning adaptability in a higher vocational college in China INTERACTIVE LEARNING ENVIRONMENTS, 2022.
https://doi.org/10.1080/10494820.2022.2105901
Araya-Castillo, L; Bernardo, M; (...); Oradini, NB. Proposal, development and validation of the scale: Distance Higher Education Service Quality (DIHESQ) APUNTES-REVISTA DE CIENCIAS SOCIALES, 2022.
https://doi.org/10.21678/apuntes.91.1318
Dewey, S and Prohaska, A. "You're a product of your environment for sure": Correctional educators on their perceptions of and contributions to prison social climate CRIME LAW AND SOCIAL CHANGE, 2022.
https://doi.org/10.1007/s10611-021-09999-2
Romero, LPD; Armijos, GL and Rojas, RC. HIGHER EDUCATION PROGRAMS IN PRISONS Andamios, 2021.
https://doi.org/10.29092/uacm.v18i45.827
Alamri, MM. A Model of E-Learning through Achievement Motivation and Academic Achievement among University Students in Saudi Arabia Sustainability, 2023.
Cites in Scopus
Tardío-Crespo, V., Álvarez-Álvarez, C.. Analysis of the websites of public secondary schools of Cantabria (Spain) [Análisis de las páginas web de los centros públicos de educación Secundaria de Cantabria (España)]), REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educacion, .
https://doi.org/10.15366/reice2018.16.3.003
Arnavut, A., Bicen, H.. Determination of teachers’ perspectives, level of readiness towards MOOCs for tolerance education), Quality, Quantity, .
https://doi.org/10.1007/s11135-017-0546-z
Fermín-González, M. . Research on virtual education, inclusion, and diversity: A systematic review of scientific publications (2007-2017)), International Review of Research in Open and Distance Learning, .
https://doi.org/10.19173/irrodl.v20i5.4349
Aguilar-Salinas, W.E., de las Fuentes-Lara, M., Justo-López, A., Rivera-Castellón, R.E.. Perception of students about the blended learning in the teaching of the basic engineering sciences. A university case study [Percepción de los estudiantes acerca de la modalidad semipresencial en la enseñanza de las ciencias básicas de la ingeniería. un estudio de caso universitario]), Formacion Universitaria, .
https://doi.org/10.4067/S0718-50062019000300015
Barros, R.M., Monteiro, A., Leite, C. . An overall picture about academic literature focused on online learning in prison | [Uma panorâmica da literatura académica sobre a aprendizagem online em contexto prisional]), Revista Conhecimento Online, .
https://doi.org/10.25112/RCO.V1I0.2392
De León Romero, L.P., Armijos, G.L., Rojas, R.C. . Higher education programs in prisons | [Programas de formación universitaria en centros penitenciarios]), Andamios, .
https://doi.org/10.29092/uacm.v18i45.827
Añaños Bedriñana, F.T., Gil Cantero, F., Raya Miranda, R., Soto Navarro, F. . Study in prison: The current situation of women in the Spanish penitentiary context | [Estudiar en prisión: La situación actual de las mujeres en contextos penitenciarios españoles]), Psychology, Society and Education, .
https://doi.org/10.25115/psye.v1i1.3494
Abbad, M.M.M. . Using the UTAUT model to understand students’ usage of e-learning systems in developing countries), Education and Information Technologies, .
https://doi.org/10.1007/s10639-021-10573-5
Dewey, S., Prohaska, A.. “You’re a product of your environment for sure”: Correctional educators on their perceptions of and contributions to prison social climate), Crime, Law and Social Change, .
https://doi.org/10.1007/s10611-021-09999-2
Araya-Castillo, L., Bernardo, M., Ganga-Contreras, F., Sáez, W.. Propuesta de Modelo de Satisfacción e Intención de Comportamiento en Educación Superior a Distancia), Fronteiras, .
https://doi.org/10.21664/2238-8869.2021v10i3.p155-173
Tejedor, S., Cervi, L., Tusa, F., Parola, A.. University teachers face the change to virtual education imposed by the coronavirus), Sociedade e Estado, .
https://doi.org/10.1590/S0102-6992-202136030004
Araya-Castillo, L., Bernardo, M., Ganga Contreras, F.A., Oradini, N.B.. Proposal, development and validation of the scale: Distance Higher Education Service Quality (DIHESQ) ), Apuntes, .
Cites in Google Scholar
Valente, D. F. P. (2017). Problemas das prisões portuguesas: perceção dos reclusos e guardas prisionais (Doctoral dissertation).
https://repositorium.sdum.uminho.pt/handle/1822/49235
Leiva, W. M. (2017). Un modelo pedagógico de educación universitaria a distancia para estudiantes en prisión: perspectivas y desafíos. Posgrado y Sociedad. Revista Electrónica del Sistema de Estudios de Posgrado, 15(2), 49-64.
http://investiga.uned.ac.cr/revistas/index.php/posgrado/article/view/1964
Aguilar-Salinas, W. E., Fuentes-Lara, M. D. L., Justo-López, A., & Rivera-Castellón, R. E. (2019). Percepción de los Estudiantes acerca de la Modalidad Semipresencial en la Enseñanza de las Ciencias Básicas de la Ingeniería. Un Estudio de Caso Universitario. Formación universitaria, 12(3), 15-26.
https://scielo.conicyt.cl/scielo.php?pid=S0718-50062019000300015&script=sci_arttext
Bravo, C. B., García-Suelto, M. C. N., & Casal, S. S. (2018). Investigación en metodologías virtuales, redes sociales y comunicación. Ediciones Octaedro.
Mahlangu, V. P. (2018). The Good, the Bad, and the Ugly of Distance Learning in Higher Education. In Trends in E-learning. IntechOpen.
Arnavut, A., & Bicen, H. (2018). Determination of teachers’ perspectives and level of readiness towards MOOCs for tolerance education. Quality & Quantity, 52(2), 929-943.
https://link.springer.com/article/10.1007/s11135-017-0546-z
ТЕПЛЯШИН, П. В. РОССИЙСКОЙ ФЕДЕРАЦИИ.
http://research.sfu-kras.ru/sites/research.sfu-kras.ru/files/Teplyashin20P.V._dissertaciya1.pdf
Mora-Vicarioli, F., & Salazar-Blanco, K. (2019). Aplicabilidad de las pedagogías emergentes en el e-learning. Revista Ensayos Pedagógicos, 14(1), 125-159.
https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/11852
Guzmán Duque, A., Mendoza Paredes, J., & Tavera Castillo, N. (2018). Kahoot!: un mecanismo de innovación para la educación universitaria.
http://rua.ua.es/dspace/handle/10045/87728
Izagirre, I. (2018). EGela Pre: hezkuntza espetxean IKTen bitartez.
https://addi.ehu.es/handle/10810/28684
Murillo Leiva, W. (2019). La educación universitaria en prisión: logros, dificultades y necesidades. Revista Educación, 43(2), 290-309.
https://www.scielo.sa.cr/scielo.php?script=sci_arttext&pid=S2215-26442019000200290
Murillo Leiva, W. (2019). Prison College Education: Achievements, Difficulties and Needs. Revista Educación, 43(2), 290-309.
https://www.scielo.sa.cr/scielo.php?pid=S2215-26442019000200290&script=sci_arttext&tlng=en
Leiva, W. M. (2019). La educacion universitaria en prision: logros, dificultades y necesidades/Prison College Education: Achievements, Difficulties and Needs. Educación, 43(2).
MURILLO LEIVA, W. La educación universitaria en prisión: logros, dificultades y necesidades. Educación [online]. 2019, vol. 43, n. 2.
https://www.scielo.sa.cr/scielo.php?pid=S2215-26442019000200290&script=sci_arttext&tlng=pt
Mahlangu, V. P. (2018). The Good, the Bad, and the Ugly of Distance Learning in Higher Education. Trends in E-learning, 17-29.
Castillo, L. A., Jara, V. Y., Oradini, N. B., & Estay, B. R. Análisis estratégico del sector Universitario en Chile. Gestión y Políticas Públicas, 47.
http://estudios.umc.cl/wp-content/uploads/2017/05/VB-Revista-UMC-N-%C2%BA-2.pdf#page=47
González, M. F. (2019). Research on Virtual Education, Inclusion, and Diversity. The International Review of Research in Open and Distributed Learning, 20(5), 146-167.
http://www.irrodl.org/index.php/irrodl/article/view/4349
Fermín-González, M. International Review of Research in Open and Distributed Learning.
http://www.irrodl.org/index.php/irrodl/article/download/4349/5220?inline=1
Fermín-González, M. (2019). Research on Virtual Education, Inclusion, and Diversity: A Systematic Review of Scientific Publications (2007–2017). International Review of Research in Open and Distributed Learning, 20(5), 146-167.
https://www.erudit.org/en/journals/irrodl/1900-v1-n1-irrodl05069/1066651ar/abstract/
Al Abed, L. (2020). International Journal of Educational Methodology. ijem, 6(13), 13.
Machado, S., Correia, J., & Moreira, J. A. TICs & EaD.
http://www.uemanet.uema.br/revista/index.php/ticseadfoco/article/view/448
Download
Alternative metrics
How to cite
Moreira, J., Reis-Monteiro, A., & Machado, A. (2017). Higher education distance learning and e-learning in prisons in Portugal. [La educación superior a distancia y el e-Learning en las prisiones en Portugal]. Comunicar, 51, 39-49. https://doi.org/10.3916/C51-2017-04
Share
Oxbridge Publishing House
4 White House Way
B91 1SE Sollihul United Kingdom
Administration 
Editorial office
