Virtual university education: a reflection on cultivation of the virtues
Abstract Higher Education is not stranger to the changes produced on contemporary societies by information and communication technologies, because its dimensions of research and teaching have seen modified some of its essential practices. However, if such dimensions aspire to become renovator and not to injure the ultimate sense of the university, they could not undermine the aim of development of the person as person. In this article, we propose a theoretical reflection that considers several key aspects related to the conditions of fostering virtues on virtual higher education: the appropriate conception of autonomy of university students as members of an academic community, the relationships with peers and professors on virtual learning environments, the specificity of academic content, and the formal and relational criteria that support the aesthetic workmanship of higher education.
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BALDUZZI, E. (2015) Liderazgo educativo del profesor en el aula y la personalización educativa. Revista Española de Pedagogía, LXXIII, 260, 141-155.
BERKOWITZ, M. W. (2012) Navigating the Semantic Minefield of Promoting Moral Development. Consultado el 10 de enero de 2015. http://amenetwork.org/oped/?p=40#more-40.
BLOOM, A. (1987) The closing of American mind. New York, Simon and Schuster.
BOK, D. (2003) Universities in the Market Place. The comercialization on Higher Education. New Yersey, Princeton University Press.
BOLLNOW, O. F. (1969) Hombre y espacio. Barcelona, Labor.
CARVER, L. y HARRISON, L. M. (2013) MOOCs and Democratic Education. Liberal Education, Fall, 20-25.
COLLINI, S. (2012) What are universities for? London, Penguin Group.
COOKSON, P. (2010) Implications of Internet Technologies for Higher Education: North American Perspectives. Open Learning, 15 (1), 71-80. http://dx.doi.org/10.1080/026805100115489
CURTIS, S. y SHANI, N. (2002) The Effect of Taking Paid Employment During Term-time on Students’ Academic Studies. Journal of Further and Higher Education, 26 (2), 129-138. http://dx.doi.org/10.1080/03098770220129406
DASILVA, J. A. et al. (2013) Las empresas en Facebook y Twitter. Situación actual y estrategias comunicativas. Revista Latina de Comunicación Social, 68, 676-695.
DELBANCO, A. (2012) College. What is was, is, and Should be. New Yersey, Princeton University Press.
DERRICK, C. (2011) Huid del escepticismo. Una educación liberal como si la educación contara para algo. Madrid, Encuentro.
ECHEVERRÍA, J. (2012) ¿Democracia en Internet?, en CHAMPEAU, S. e INNERARITY, D. (eds.) Internet y el futuro de la democracia. Barcelona, Espasa, 179-199.
EUROPEAN COMISSION (2001) Promoting a European framework for Corporate Social Responsibility. Green Paper. COM, 366 final, July, 18.
EUROPEAN COMISSION (2005) Towards a European Qualifications Framework for Lifelong Learning, Comission Staff Working Document, SEC, 957. July, 8.
EUROPEAN COMISSION (2006) Implementing the Community Lisbon Programme, Proposal for a Recommendations of the European parliament and the Council on the establishment of the European Qualifications Framework for lifelong learning. COM, 479 final, September, 5.
EUROPEAN COUNCIL (1996) White Paper: Conclusions on the «Teaching and Learning: Towards the Learning Society», 3 (96/C, 195/01, in OJEC 6.VII.1996) May 6.
FARRELL, G. M. (ed.) (1999) The development of Virtual Education: A Global Perspective. Vancouver, The Commonwealth of Learning.
FIRESTONE, W. A. y BADER, B. D. (1991) Professionalism or Bureaucracy? Redesigning Teaching. Educational Evaluation and Policy Analysis, 13 (1), 67-86. http://dx.doi.org/10.2307/1164458 http://dx.doi.org/10.3102/01623737013001067
FISHER, R. y SHARP, A. (2000) El liderazgo lateral: cómo dirigir cuando usted no es el jefe. Barcelona, Gestión.
FRY, H.; KETTERIDGE, S. y MARSHALL, S. (2009) A Handbook of teaching and learning in Higher Education Enhancing academic practice. New York, Routledge.
GARCÍA AMILBURU, M. y GARCÍA GUTIÉRREZ, J. (2012) Filosofía de la Educación. Cuestiones de hoy y de siempre. Madrid, Narcea y UNED.
GARCÍA ARETIO, L. (2015) MOOC: ¿Tsunami, revolución o moda pasajera? Revista Iberoamericana de Educación a Distancia, 18 (1), 9-21.
GARRISON, R. y CLEVELAND-INNES, M. (2010) Facilitating Cognitive Presences in Online Learning: Interaction is not Enough. American Journal of Distance Education, 19 (3), 133-148. http://dx.doi.org/10.1207/s15389286ajde1903_2
GIBBS, P. (2001) Higher Education as a Market: A problem or solution? Studies in Higher Education, 26 (1), 85-94. http://dx.doi.org/10.1080/03075070020030733
GLENN, Ch. (2006) El mito de la escuela pública. Madrid, Encuentro.
GONZÁLEZ, J. y WAGENAAR, R. (eds.) (2003) Tunning Educational Structures in Europe. Final Report. Phase One. Bilbao, Universidad de Deusto.
HIRSCH, E. D. (1983) Cultural Literacy. The American Scholar, 52 (2), 159-169.
KISS, E. y EUBEN, J. P. (2010) Debating moral education. Rethinking the role of the modern university. Durham, Duke University Press. http://dx.doi.org/10.1215/9780822391593
KOHLBERG, L. (1985) The development of Modes of Moral Thinking and Choice in the Years 10 to 16. PhD thesis, University of Chicago.
LANCE, M. L. y ENTMAN, R. M. (2009) Media and Political Engagement: Citizens, Communication and Democracy. Cambridge, Cambridge University Press.
LLOVET, J. (2011) Adiós a la universidad. El eclipse de las Humanidades. Barcelona, Galaxia Gutenberg.
LUCAS, R. y LAMMONT, N. (1998) Combining Work and Study: an empirical study of full-time students in school, college and university. Journal of Education and Work, 1 (1), 41-56. http://dx.doi.org/10.1080/1363908980110103
MACINTYRE, A. (1984) Tras la virtud. Barcelona, Crítica.
MARGARYAN, A.; BIANCO, M. y LITTLEJOHN, A. (2015) Instructional quality of Massive Open Online Courses (MOOCs). Computers & Education, 80, 77-83. http://dx.doi.org/10.1016/j.compedu.2014.08.005
MONTERO, J. (2012) Adios… Analógicos adios. Madrid, Rialp.
NAUGHTON, J. (2000) A Brief History of the Future. The origins of the Internet. London, Phoenix.
OLSSEN, M. y PETERS, M. A. (2005) Neoliberalism, Higher Education and the Knowledge economy: from the free market to knowledge capitalism. Journal of Education Policy, 20 (3), 313-345. http://dx.doi.org/10.1080/02680930500108718
ORDINE, N. (2013) La utilidad de lo inútil. Barcelona, Acantilado.
PÉREZ-DÍAZ, V. (2010) Universidad, ciudadanos y nómadas. Oviedo, Nobel.
PÉREZ-DÍAZ, V. (2013) Maestros y discípulos, en HERNÁNDEZ, J.; DELGADO-GAL, A. y PERICAY, X. (eds.) La universidad cercada. Testimonios de un naufragio. Barcelona, Anagrama, 293-315.
REYERO, D. (2014) La excelencia docente universitaria. Análisis y propuestas para una mejor evaluación del profesorado universitario. Educación XX1, 17 (2), 125-143.
RHOADS, R. A.; BERDAN, J. y TOVAN-LINDSEY, B. (2013) The Open Courseware Movement in Higher Education: Unmasking Power and Raising Questions About The Movement’s Democratic Potential. Educational Theory, 63 (1), 87-109. http://dx.doi.org/10.1111/edth.12011
RÜEGG, W. (ed.) (1992) A History of the University in Europe. Vol. I. Universities in the Middle Ages. Cambridge, Cambridge University Press.
RÜEGG, W. (ed.) (1996) A History of the University in Europe. Vol. II. Universities in the Modern Europe. Cambridge, Cambridge University Press.
RUIZ-CORBELLA, M.; GALÁN, A. y DIESTRO, A. (2014) Las revistas científicas de Educación en España: evolución y perspectivas de futuro. Relieve, 20 (2), art. M1.
RUSSELL, B. (2010) Elogio de la ociosidad y otros ensayos. Barcelona, Público.
SANDEL, M. (1982) Liberalism and the limits of justice. Cambridge, Cambridge University Press.
SENGE, P. et al. (2000) La danza del cambio. El reto de avanzar en las organizaciones que aprenden. Barcelona, Gestión 2000.
SIEMENS, G. (2004) Connectivism: A Learning Theory for the Digital Age. Consultado el 10 de diciembre de 2014. http://www.elearnspace.org/Articles/connectivism.htm.
SIEMENS, G. (2013) Learning Analytics: The Emergence of a Discipline. American Behavioral Scientist, 57 (10), 1380-1400. http://dx.doi.org/10.1177/0002764213498851
STEINER, G. y LADJALI, C. (2005) Elogio de la transmisión. Madrid, Siruela.
TAYLOR, Ch. (1996) Fuentes del yo. La construcción de la identidad moderna. Barcelona, Paidós.
UNIR (2014) Nuestros alumnos. Consultado el 15 de diciembre de 2014. http://www.unir.net/ nuestros-alumnos.aspx.
WEIGEL, B. (2002) Deep Learning for a Digital Age: Technology’s Untapped Potential to Enrich Higher Education. San Francisco, Jossey-Bass.
WALZER, M. (1997) Las esferas de la justicia: una defensa del pluralismo y la igualdad. México DF, Fondo de Cultura Económica.
WYATT, J. (1990) Commitment to Higher Education. Seven West European Thinkers on the Essence of the University. Max Horkeimer, Karl Jaspers, F. R. Leavis, John Henry Newman, José Ortega y Gasset, Paul Tillich, Miguel de Unamuno. Buckingham, SHRE and Open University Press.
BALDUZZI, E. (2015) Liderazgo educativo del profesor en el aula y la personalización educativa. Revista Española de Pedagogía, LXXIII, 260, 141-155.
BERKOWITZ, M. W. (2012) Navigating the Semantic Minefield of Promoting Moral Development. Consultado el 10 de enero de 2015. http://amenetwork.org/oped/?p=40#more-40.
BLOOM, A. (1987) The closing of American mind. New York, Simon and Schuster.
BOK, D. (2003) Universities in the Market Place. The comercialization on Higher Education. New Yersey, Princeton University Press.
BOLLNOW, O. F. (1969) Hombre y espacio. Barcelona, Labor.
CARVER, L. y HARRISON, L. M. (2013) MOOCs and Democratic Education. Liberal Education, Fall, 20-25.
COLLINI, S. (2012) What are universities for? London, Penguin Group.
COOKSON, P. (2010) Implications of Internet Technologies for Higher Education: North American Perspectives. Open Learning, 15 (1), 71-80. http://dx.doi.org/10.1080/026805100115489
CURTIS, S. y SHANI, N. (2002) The Effect of Taking Paid Employment During Term-time on Students’ Academic Studies. Journal of Further and Higher Education, 26 (2), 129-138. http://dx.doi.org/10.1080/03098770220129406
DASILVA, J. A. et al. (2013) Las empresas en Facebook y Twitter. Situación actual y estrategias comunicativas. Revista Latina de Comunicación Social, 68, 676-695.
DELBANCO, A. (2012) College. What is was, is, and Should be. New Yersey, Princeton University Press.
DERRICK, C. (2011) Huid del escepticismo. Una educación liberal como si la educación contara para algo. Madrid, Encuentro.
ECHEVERRÍA, J. (2012) ¿Democracia en Internet?, en CHAMPEAU, S. e INNERARITY, D. (eds.) Internet y el futuro de la democracia. Barcelona, Espasa, 179-199.
EUROPEAN COMISSION (2001) Promoting a European framework for Corporate Social Responsibility. Green Paper. COM, 366 final, July, 18.
EUROPEAN COMISSION (2005) Towards a European Qualifications Framework for Lifelong Learning, Comission Staff Working Document, SEC, 957. July, 8.
EUROPEAN COMISSION (2006) Implementing the Community Lisbon Programme, Proposal for a Recommendations of the European parliament and the Council on the establishment of the European Qualifications Framework for lifelong learning. COM, 479 final, September, 5.
EUROPEAN COUNCIL (1996) White Paper: Conclusions on the «Teaching and Learning: Towards the Learning Society», 3 (96/C, 195/01, in OJEC 6.VII.1996) May 6.
FARRELL, G. M. (ed.) (1999) The development of Virtual Education: A Global Perspective. Vancouver, The Commonwealth of Learning.
FIRESTONE, W. A. y BADER, B. D. (1991) Professionalism or Bureaucracy? Redesigning Teaching. Educational Evaluation and Policy Analysis, 13 (1), 67-86. http://dx.doi.org/10.2307/1164458 http://dx.doi.org/10.3102/01623737013001067
FISHER, R. y SHARP, A. (2000) El liderazgo lateral: cómo dirigir cuando usted no es el jefe. Barcelona, Gestión.
FRY, H.; KETTERIDGE, S. y MARSHALL, S. (2009) A Handbook of teaching and learning in Higher Education Enhancing academic practice. New York, Routledge.
GARCÍA AMILBURU, M. y GARCÍA GUTIÉRREZ, J. (2012) Filosofía de la Educación. Cuestiones de hoy y de siempre. Madrid, Narcea y UNED.
GARCÍA ARETIO, L. (2015) MOOC: ¿Tsunami, revolución o moda pasajera? Revista Iberoamericana de Educación a Distancia, 18 (1), 9-21.
GARRISON, R. y CLEVELAND-INNES, M. (2010) Facilitating Cognitive Presences in Online Learning: Interaction is not Enough. American Journal of Distance Education, 19 (3), 133-148. http://dx.doi.org/10.1207/s15389286ajde1903_2
GIBBS, P. (2001) Higher Education as a Market: A problem or solution? Studies in Higher Education, 26 (1), 85-94. http://dx.doi.org/10.1080/03075070020030733
GLENN, Ch. (2006) El mito de la escuela pública. Madrid, Encuentro.
GONZÁLEZ, J. y WAGENAAR, R. (eds.) (2003) Tunning Educational Structures in Europe. Final Report. Phase One. Bilbao, Universidad de Deusto.
HIRSCH, E. D. (1983) Cultural Literacy. The American Scholar, 52 (2), 159-169.
KISS, E. y EUBEN, J. P. (2010) Debating moral education. Rethinking the role of the modern university. Durham, Duke University Press. http://dx.doi.org/10.1215/9780822391593
KOHLBERG, L. (1985) The development of Modes of Moral Thinking and Choice in the Years 10 to 16. PhD thesis, University of Chicago.
LANCE, M. L. y ENTMAN, R. M. (2009) Media and Political Engagement: Citizens, Communication and Democracy. Cambridge, Cambridge University Press.
LLOVET, J. (2011) Adiós a la universidad. El eclipse de las Humanidades. Barcelona, Galaxia Gutenberg.
LUCAS, R. y LAMMONT, N. (1998) Combining Work and Study: an empirical study of full-time students in school, college and university. Journal of Education and Work, 1 (1), 41-56. http://dx.doi.org/10.1080/1363908980110103
MACINTYRE, A. (1984) Tras la virtud. Barcelona, Crítica.
MARGARYAN, A.; BIANCO, M. y LITTLEJOHN, A. (2015) Instructional quality of Massive Open Online Courses (MOOCs). Computers & Education, 80, 77-83. http://dx.doi.org/10.1016/j.compedu.2014.08.005
MONTERO, J. (2012) Adios… Analógicos adios. Madrid, Rialp.
NAUGHTON, J. (2000) A Brief History of the Future. The origins of the Internet. London, Phoenix.
OLSSEN, M. y PETERS, M. A. (2005) Neoliberalism, Higher Education and the Knowledge economy: from the free market to knowledge capitalism. Journal of Education Policy, 20 (3), 313-345. http://dx.doi.org/10.1080/02680930500108718
ORDINE, N. (2013) La utilidad de lo inútil. Barcelona, Acantilado.
PÉREZ-DÍAZ, V. (2010) Universidad, ciudadanos y nómadas. Oviedo, Nobel.
PÉREZ-DÍAZ, V. (2013) Maestros y discípulos, en HERNÁNDEZ, J.; DELGADO-GAL, A. y PERICAY, X. (eds.) La universidad cercada. Testimonios de un naufragio. Barcelona, Anagrama, 293-315.
REYERO, D. (2014) La excelencia docente universitaria. Análisis y propuestas para una mejor evaluación del profesorado universitario. Educación XX1, 17 (2), 125-143.
RHOADS, R. A.; BERDAN, J. y TOVAN-LINDSEY, B. (2013) The Open Courseware Movement in Higher Education: Unmasking Power and Raising Questions About The Movement’s Democratic Potential. Educational Theory, 63 (1), 87-109. http://dx.doi.org/10.1111/edth.12011
RÜEGG, W. (ed.) (1992) A History of the University in Europe. Vol. I. Universities in the Middle Ages. Cambridge, Cambridge University Press.
RÜEGG, W. (ed.) (1996) A History of the University in Europe. Vol. II. Universities in the Modern Europe. Cambridge, Cambridge University Press.
RUIZ-CORBELLA, M.; GALÁN, A. y DIESTRO, A. (2014) Las revistas científicas de Educación en España: evolución y perspectivas de futuro. Relieve, 20 (2), art. M1.
RUSSELL, B. (2010) Elogio de la ociosidad y otros ensayos. Barcelona, Público.
SANDEL, M. (1982) Liberalism and the limits of justice. Cambridge, Cambridge University Press.
SENGE, P. et al. (2000) La danza del cambio. El reto de avanzar en las organizaciones que aprenden. Barcelona, Gestión 2000.
SIEMENS, G. (2004) Connectivism: A Learning Theory for the Digital Age. Consultado el 10 de diciembre de 2014. http://www.elearnspace.org/Articles/connectivism.htm.
SIEMENS, G. (2013) Learning Analytics: The Emergence of a Discipline. American Behavioral Scientist, 57 (10), 1380-1400. http://dx.doi.org/10.1177/0002764213498851
STEINER, G. y LADJALI, C. (2005) Elogio de la transmisión. Madrid, Siruela.
TAYLOR, Ch. (1996) Fuentes del yo. La construcción de la identidad moderna. Barcelona, Paidós.
UNIR (2014) Nuestros alumnos. Consultado el 15 de diciembre de 2014. http://www.unir.net/ nuestros-alumnos.aspx.
WEIGEL, B. (2002) Deep Learning for a Digital Age: Technology’s Untapped Potential to Enrich Higher Education. San Francisco, Jossey-Bass.
WALZER, M. (1997) Las esferas de la justicia: una defensa del pluralismo y la igualdad. México DF, Fondo de Cultura Económica.
WYATT, J. (1990) Commitment to Higher Education. Seven West European Thinkers on the Essence of the University. Max Horkeimer, Karl Jaspers, F. R. Leavis, John Henry Newman, José Ortega y Gasset, Paul Tillich, Miguel de Unamuno. Buckingham, SHRE and Open University Press.
Esteban, F., & Fuentes, J. L. (2015). Virtual university education: a reflection on cultivation of the virtues. Teoría De La Educación. Revista Interuniversitaria, 27(1), 103–118. https://doi.org/10.14201/teoredu2015271103118
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