Transforming the Classroom into a Reflective Community: A Blended Learning Instructional Approach

Dovros, Nikolaos; Makrakis, Vassilios

doi:10.2478/v10099-012-0010-z

Cited by 11 publications

(7 citation statements)

References 11 publications

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“…Kostoulas-Makrakisí (2010) model on transformative learning towards sustainability uses critical reflection at the epicentre of such a process. Participants get engaged in discourse and critical self-reflection, using various activating events and disorienting dilemmas, through which they come to critically examine their personal views and, therefore, open themselves to alternative views and practices (Dovros & Makrakis, 2012). A detailed comprehensive response to this is well beyond the scope of this paper, but the results of this survey suggest that critical education for sustainable development is needed.…”

Section: Discussionmentioning

confidence: 99%

Scientific and Technological Progress, Political Beliefs and Environmental Sustainability

Makrakis¹

2012

Discourse and Communication for Sustainable Education

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With the development of science and technology, a basically optimistic ideology of progress has emerged. This deterministic attitude has been challenged in recent decades as a result of harmful side-effects generated by the way technology and science have been approached and used. The study presented here is a part of a larger international and comparative study dealing with global/environmental issues related to political orientation, science and technology. 3 080 pre-service teachers from Finland, Greece, Sweden, Japan and Holland answered a closed-end survey instrument. The results of this study show that none of the sample country respondents identified themselves as optimists concerning the impact of science and technology on society and environment. The no-stance and the pessimistic attitudes towards technology and science seem to derive from the human and environmental costs associated with science and technology development. A strong connection was found between environmental consciousness and attitudes towards the role and impact of science and technology on society. These results indicate that society and education, in particular, should place higher critical concerns about scientific and technological issues and their relation to the development of a sustainable society.

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Section: Discussionmentioning

confidence: 99%

Scientific and Technological Progress, Political Beliefs and Environmental Sustainability

Makrakis¹

2012

Discourse and Communication for Sustainable Education

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“…Universities are unique in their organizational structure; it is a lateral organization structure which is decentralized (Bolman & Deal, 2013). As such, professors have control over how their courses will be managed and delivered (Dovros & Makrakis, 2012). So, as one considers the process of course redesign, the question becomes one of value: the perceived value of technology to the instructor (Ferreira, 2012).…”

Section: / 16mentioning

confidence: 99%

The Role of Teaching Goals and Instructional Technology Perceptions in Faculty Members’ Technology Use

2021

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This study portrays profile uses of technology in the classroom by faculty at a school of education at a university in Central California (N = 47). First, it describes their professional uses of certain technology on a frequency scale. Second, it reports the effects of faculty's teaching philosophy and perceptions of instructional technology (IT) in their teaching practice with regards to use of technology. This study employed quantitative data analysis. The findings indicate that faculty's teaching goals and perception of the learning environment play an important role in determining their uses of technology. Third, it reveals faculty's motivation and challenges to use certain technological tools in their teaching. Specifically, the participants reported high levels of motivation for using various new technologies, minimal challenges to IT use in their classroom and their actual uses of such technology being unknown. Given the faculty's high motivation (or absence of barriers) of using various innovative technology, one of the suggestions for future professional development programs is to offer training which moves beyond understanding how to use technology, and addresses the effectiveness and efficiency of teaching with technology.

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“…ESD is implemented from the student’s vision in the acquisition of competencies for sustainability (Olsson et al, 2022; Yuan et al, 2021) from the teacher’s vision in their level of qualification (Hunter & Jordan, 2022; Sund & Gericke, 2021) or from the environmental, economic and social sustainability dimensions (Berglund & Gericke, 2016). This integration of ESD is mainly visualized in understanding environmental issues (Boca & Saraçlı, 2019; Dovros & Makrakis, 2012) and the integration of sustainability in the curriculum (Timm & Barth, 2021). This variety of concepts makes it difficult to articulate them in a single proposal.…”

Section: Introductionmentioning

confidence: 99%

Characterizing Organizational Sustainability in Catholic Schools: A Cross-National Study Applying Text Mining

Gutierrez-Rivera,

Escobar-Sierra,

Polanco

2023

SAGE Open

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Previous studies have suggested the importance of sustainability in all organizations; however, their application to schools as an organization is limited. This study aims to characterize sustainability in primary and secondary catholic schools. The theoretical framework is based on the theories of resources, capabilities and stakeholders because they relate most directly to organizational sustainability. The method consists of three interrelated parts. First, a bibliometric analysis with four clusters was obtained in the first model of understanding (1.0). The second stage consisted of a content analysis, which elicited meanings by screening2,710 records and deepening 200 research studies with the model (2.0). Then, in the third stage, an exploratory analysis was carried out through interviews with a group of Latin American education experts who manage almost 300,000 students in Mexico, Colombia, Venezuela, Ecuador, Brazil, and Chile; the data were analyzed using the text mining technique with discourse analysis. The results validated five categories: Management, Campus Operation, Well-being, Education for Sustainable Development, and Associativity. This study concluded that associativity in these Catholic organizations is fundamental to guaranteeing their sustainability over time and that the wellbeing category implies social and political transformation processes. Therefore, it is proposed for future research to measure these categories and systematize them as a model of sustainability management in the school as a whole and as a strategy for managing sustainability processes in the whole school.

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Transforming the Classroom into a Reflective Community: A Blended Learning Instructional Approach

Cited by 11 publications

References 11 publications

Scientific and Technological Progress, Political Beliefs and Environmental Sustainability

Scientific and Technological Progress, Political Beliefs and Environmental Sustainability

The Role of Teaching Goals and Instructional Technology Perceptions in Faculty Members’ Technology Use

Characterizing Organizational Sustainability in Catholic Schools: A Cross-National Study Applying Text Mining

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