Unlabelled: Learning in virtual environments is an ethical experience. This research aimed to understand the ethical experience of a virtual learning environment from the perspective of university students and their teachers. The participants were 205 higher education students from different Spanish-speaking countries (Colombia, Argentina, Mexico, Ecuador, and Spain) and 30 teachers who acted as tutors in virtual education. The study used a design-based research method and quantitative instruments for the collection of empirical data. The data analysis showed that students and teachers perceive responsibility, commitment, and respect as values inherent to virtual education, and may have a moderately different ethical experience based on these values. With this research, we intend to contribute to a better understanding of the coexistence of human beings in virtual learning environments. We argue that it is necessary to question or rethink the pedagogical paradigms that guide virtual education, endowing them with humanity, and recognizing their ethical dimension as funda-mental.
Supplementary Information: The online version contains supplementary material available at 10.1007/s10805-022-09459-z.
Download full-text PDF |
Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC9540117 | PMC |
| http://dx.doi.org/10.1007/s10805-022-09459-z | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Implementing psychosocial interventions for teachers' mental health: Protocol for integrating scoping review with teachers lived experiences in LMICs.
PLoS One
January 2025
Jindal School of Psychology and Counselling, OP Jindal Global University, Sonipat, Haryana, India.
Introduction: Teachers are pivotal in shaping educational environments and student development but face significant occupational stress and high rates of mental problems. Despite the availability of various psychosocial interventions, comprehensive evidence of their effectiveness and implementation is limited for this occupational group, especially in low- and middle-income countries (LMICs). This mixed methods study aims to conduct a scoping review of characteristics, effectiveness, and implementation outcomes of psychosocial interventions for teachers' mental health and mental problems, integrating these with teachers' lived experiences to inform the implementation of mental health interventions in LMICs.
View Article and Find Full Text PDFAssessment of health behaviors of primary school teachers based on their nutritional knowledge and physical activity: A cross-sectional study in the Asir Region.
PLoS One
January 2025
Department of Public Health, College of Applied Medical Sciences, King Khalid University, Abha, Saudi Arabia.
Background: Primary school teachers play a critical role as educators in imparting healthy eating behaviour and the importance of physical activity to prevent health issues. However, the teachers' health behaviors have not been studied much, particularly in Saudi Arabia. Understanding these factors is essential to developing interventions that enhance teachers' well-being and their ability to influence students positively.
View Article and Find Full Text PDFIntegrating e-learning into the educational framework for undergraduate medical training: a Nigerian survey on trainers´ perception and readiness.
Pan Afr Med J
January 2025
Department of Paediatrics, Olabisi Onabanjo University, Ago-Iwoye, Ogun State, Nigeria.
Introduction: given the significant disruption in educational activities during the COVID-19 pandemic and the uncertainties about the post-pandemic future, coupled with increasing demand for the healthcare workforce, e-learning may bridge the gap in training medical students. It was imperative to survey the perception and readiness of the trainers on the use of e-learning for undergraduate medical training in Nigeria.
Methods: this cross-sectional study was conducted among teachers of medical students in Nigeria.
First, Do No Harm (to the One You Train).
Linacre Q
January 2025
Vanderbilt University Medical Center, Nashville, TN, USA.
Unlabelled: or "first, do no harm" is perhaps the most well-known aphorism in the culture of medical education. While its application to patients is well known, the injunction can also be read with medical trainees in mind. Teaching physicians have an obligation to recognize their role as moral teachers and coaches, who must consider "first, do no harm" not only when considering their patients but also when weighing the moral formation of their trainees, especially in a season in which medical educators are attempting to clarify the "harms" of medical training.
View Article and Find Full Text PDFInterventions That Failed: Factors Associated with the Continuation of Bullying After a Targeted Intervention.
Int J Bullying Prev
April 2023
INVEST Flagship Research Center/Department of Psychology and Speech-Language Pathology, University of Turku, 20014 Turku, Finland.
We examined how often teachers' targeted interventions fail in stopping bullying and to what extent this varies between schools vs. between students involved. In addition, we investigated which student-level factors were associated with intervention failure.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!