Behind Screens: Challenges and Opportunities of Participatory Online Peace Education in Finland

Autor/inn/en	Hietamäki, Sari; Tucci, Ilaria
Titel	Behind Screens: Challenges and Opportunities of Participatory Online Peace Education in Finland
Quelle	In: Journal of Peace Education, 19 (2022) 3, S.330-350 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hietamäki, Sari) ORCID (Tucci, Ilaria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-0201
DOI	10.1080/17400201.2022.2087610
Schlagwörter	Peace; Teaching Methods; Online Courses; Barriers; Educational Opportunities; Foreign Countries; COVID-19; Pandemics; Course Descriptions; Student Attitudes; Feedback (Response); Undergraduate Students; Drama; Teacher Attitudes; College Faculty; Conflict; Teacher Student Relationship; Student Participation; Learning Management Systems; Technological Literacy; Pedagogical Content Knowledge; Ethnography; Finland + Suchen Sie Ihr Suchwort? Frieden; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Bildungsangebot; Bildungschance; Ausland; Kursstrukturplan; Schülerverhalten; Schauspiel; Lehrerverhalten; Fakultät; Konflikt; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Technisches Wissen; Pädagogische Kompetenz; Ethnografie; Finnland
Abstract	This article discusses the challenges and opportunities of participatory online teaching and learning in higher education. It analyses an online peace education course taught during the COVID-19 pandemic in three Finnish universities between 2020-2021. The course explored fundamental mediation skills and practices of positive peace through participatory methods and applied drama. We show how the online setting affected students and teachers, by focusing on the challenges and opportunities for participatory pedagogy in an online environment. The course feedback from students (N = 23) was studied by content analysis and conjoined with the ethnographic observations of the authors. Our findings suggest that mediation skills and practices of positive peace can be effectively taught and analysed online. However, maintaining active presence and emotional sharing present both challenges and opportunities for participatory online education. The findings will be of interest to researchers in cognate fields of scholarship, as well as activists and teachers engaged in participatory teaching and how it can be effectively deployed online. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01