A Portuguese Model of E-learning for Prisoners as an Example of Successful Application  of New Technologies in Education of Convicts: A Case Study

Daria Becker-Pestka

doi:10.31261/IJREL.2024.10.2.02

Published: 2024-10-28

2024

A Portuguese Model of E-learning for Prisoners as an Example of Successful Application of New Technologies in Education of Convicts: A Case Study

Daria Becker-Pestka

Section: Articles

https://doi.org/10.31261/IJREL.2024.10.2.02

Abstract

The article presents a discussion on the application of e-learning in education of prisoners in Portugal. Today, e-learning has already become a significant complementation and extension of the current education offer. Avoiding application of modern technologies in education may lead to intensification of digital, social, educational and economic disparities in the society. There are also threats of complete digital exclusion of some social groups. One of those groups is formed by people serving their imprisonment sentences. A serious problem in offering the opportunity to benefit from e-learning to this particular group pertains to infrastructural disparities and availability of computer equipment and access to the Internet. Furthermore, considering the specificity of penitentiary institutions, security becomes an important issue as well. In Portugal, education of prisoners, including e-learning, has been focused on the context of life-long learning. Modern tools have been created and applied in education of prisoners and their learning processes. The projects, such as EPRIS@@ and Open University have been already in operation for some time. They can be an inspiration for prison staff members in other countries. The aim of the article is to show the solutions pertaining to e-learning dedicated to prisoners applied in Portugal as an example of the successful use of new technologies in education of convicts. The research methods include a case study. The techniques applied in the research include document analysis, a free-form and question-targeted interviews. The following research problems have been formulated: What solutions in the field of e-learning dedicated to prisoners are applied in Portugal and how are they implemented? What are the objectives of the discussed projects? How does the course of the learning process look like, with the consideration of the applied tools? What problems are presented to prisoners? What are the weaknesses and strengths of the applied solutions? How is the evaluation of the learning outcomes achieved? What does the innovative character of the solutions applied in the field of e-learning dedicated to prisoners consist in? In order to collect the discussed material, the analysis of content, statistical data and interviews with educators working with prisoners have been used. The materials referred to in the article were collected in 2022, in the Institute Piaget and the Open University of Porto in Portugal.

Keywords:

e-learning , new technologies , penitentiary system , Portugal , read-aptation of convicts

Download files

PDF

Citation rules

Becker-Pestka, D. (2024). A Portuguese Model of E-learning for Prisoners as an Example of Successful Application of New Technologies in Education of Convicts: A Case Study. International Journal of Research in E-Learning, 1–30. https://doi.org/10.31261/IJREL.2024.10.2.02

Cited by / Share

References

Act of 6th June 1997 on the Executive Penal Code; Journal of Laws 1997; no. 90, item 557.
Google Scholar

Babbie, E. (2019). Social research in practice. PWN. ISBN 978-83-01-14068-7.
Google Scholar

Barros, R. & Monteira, A. (2022). Ensaio: aval. pol. públ. Educ. Rio de Janeiro, v.30, n.116, pp. 837–857, jul./set., pp. 837–857. https://doi.org/10.1590/S0104-40362022003003035 ISSN: 0104-4036.
Google Scholar

Barros, A. & Monteiro, A. (2023). Leite Learning with digital technologies in prison: a scoping review, Digital Education Review. http://doi/10.1344/der.2023.43.1-17.
Google Scholar

Deka, R. (2017). Social readaptation of convicts as one of the conditions for the safety of local communities. In P. Frąckowiak, M. Szykut (Eds.) Wielowymiarowość profilaktyki, resocjalizacji i readaptacji społecznej Tradycja, współczesność i perspektywy inicjatyw probacyjnych [Multidimensionality of prevention, resocialization and social readaptation. Tradition, modernity and prospects of probation initiatives]. Wydawnictwo Edukacyjne Akapit. https://doi.org/10.5604/01.3001.0014.5741.
Google Scholar

Direçāo-Geral de Reinserçāo e Serviços Prisionais (2024, April 12). Current punitive system. Retrieved from https://justica.gov.pt/.
Google Scholar

Direçāo-Geral de Reinserçāo e Serviços Prisionais (2024, April 12). Microsoft PowerPoint - Regras Penitenciárias. Retrieved from https://justica.gov.pt/.
Google Scholar

Direçāo-Geral de Reinserçāo e Serviços Prisionais (2024, April 12). Prevention of criminal recidivism [Vision, mission and values, Vision, mission and values. Retrieved from https://justica.gov.pt/.
Google Scholar

Direçāo-Geral de Reinserçāo e Serviços Prisionais (2024, April 12). Regras Mínimas das Nações Unidas para o Tratamento de Reclusos (Regras de Nelson Mandela). Retrieved from https://justica.gov.pt/.
Google Scholar

Direçāo-Geral de Reinserçāo e Serviços Prisionais (2024, April 12). The body responsible for prevention, execution of sentences, social reintegration and management of the entire penitentiary system. Retrieved from https://justica.gov.pt/.
Google Scholar

Direçāo-Geral de Reinserçāo e Serviços Prisionais (2024, April 12). Vision, mission and values. Retrieved from https://justica.gov.pt/.
Google Scholar

Dores, A. P., Pontes, N., Loureiro, R. (2013). Prison conditions in Portugal. Rome 2013, pp. 10–13, (83). Academia.edu. ISBN: 978-88-98688-01-2.
Google Scholar

Frania, M. (2017). New media, technologies and trends in education. Toward mobility and hybrid learning. OW Impuls. ISBN 978-83-8095-383-3.
Google Scholar

Fontana, J. & Frey H. (2009). Interview. From neutrality to political involvement. In N. K. Denzin, Y. S. Lincoln (Eds.), Metody badan jakościowych, vol. 2. PWN. ISBN 978-83-01-15879-8.
Google Scholar

Hammersley, M. & Atkinson, P. (1995). Field research methods. Wyd. Zysk i S-ka. ISBN 83-7150-704-6.
Google Scholar

Hashim, H. & Tasir, Z. (2014). E-Learning Readiness: A Literature Review. International Conference On Teaching And Learning In Computing And Engineering (Latice), Proceedings Paper, pp. 267–271. E-Learning Readiness: A Literature Review-Web of Science Core Collection (wsb.gda.pl). ISSN 2377-0309.
Google Scholar

Hrastinski, S. (2019). What Do We Mean by Blended Learning?, TechTrends 63/2019, pp. 564–569. https://doi.org/10.1007/s11528-019-00375-5.
Google Scholar

Indellicato, R. (2020). Human rights and the educational role of technologies during the Covid-19 period. Journal of Modern Science tom 2/45/2020, p. 74. https://doi.org/10.13166/jms/131238.
Google Scholar

Kędzierski, W. (2008). Determinants of social rehabilitation – selected aspects. In F. Kozaczuk (Ed.), Efektywność oddziaływań resocjalizacyjnych [Effectiveness of social rehabilitation interactions]. Wyd. Uniwersytetu Rzeszowskiego. ISBN: 9788373383395.
Google Scholar

Kędzierski, W. (2017). Dererminants of social rehabilitation carried out in conditions of penitentiary isolation in the context of social readaptation – selected aspects. In I. Mudrecka (Ed.), Resocjalizacja, readaptacja i reintegracja społeczna – problemy, programy i perspektywy rozwoju komunikacji [Resocialization, readaptation and social reintegration-problems, programs and prospects for the development of communication]. Wyd. Pedagogium. Wyższa Szkoła Nauk Społecznych w Warszawie. ISBN: 978-83-62902-22-4.
Google Scholar

Konecki, K. (2000). Studies in qualitative research methodology. Grounded theory. PWN. ISBN 83-01-13235-3.
Google Scholar

Kuźmicz, K. (2015). E-learning. The culture of studying online. GWP. ISBN 978-83-7489-610-8.
Google Scholar

Lalima, K. L. D. (2017). Blended Learning: An Innovative Approach, Universal Journal of Educational Research 5(1): 129–136. Retrieved from http://www.hrpub.org. https://doi.org/10.13189/ujer.2017. 050116.
Google Scholar

Lofland, J., Snow, D. A., Anderson, L., & Lofland, L. H. (2009). Analysis of social systems – a methodological guide to qualitative research. Wydawnictwo Naukowe „Scholar”. ISBN: 978-83-7383-399-9.
Google Scholar

Machel, H. (2003). Prison as a penal and social rehabilitation institution. Wyd. Arche, Gdańsk. ISBN: 83-89356-10-4.
Google Scholar

Molga, A. (2015), E-learning platforms and their importance for the education process. Dydaktyka Informatyki 10, 133–139. http://dx.doi.org/10.15584/di.2015.10.15.
Google Scholar

Monteiro, A., Barros, R., & Leite, C. (2015). Lifelong learning through e-learning in european prisons: Rethinking digital and social inclusion, Conference: INTED2015 CONFERENCE PROCEEDINGS, p. 1038–1046, ISBN:978-84-606-5763-7.
Google Scholar

Moreira, J. A. & Horta, M. J. (2020). Educação e Ambientes Híbridos de Aprendizagem. Um Processo de Inovação Sustentada, Revista UFG, v.20: e66027, pp. 8–9. https://doi.org/10.5216/REVUFG.V20.66027.
Google Scholar

Moreira, J. A., Monteiro, A., & Machado, A. (2017). Adult higher education in a Portuguese prison. European Journal for Research on the Education and Learning of Adults, Vol. 8, Issue 1, pp. 37–51. ISSN: 2000-7426.
Google Scholar

Moreira, J. A., Reis-Monteiro, A., & Machado A. (2017). Higher Education Distance Learning and e-Learning in Prisons in Portugal. Comunicar Vol. 25, Issue 51, pp. 39–47. https://doi.org/10.3916/C51-2017-04.
Google Scholar

Rui, J. & Moreira, F. (2008). E-Skills Are Really Critical To E-Learning Success?, Conference: IADIS International Conference e-Learning, Amsterdam, The Netherlands, July 22–25. Proceedings, pp. 192–199, ISBN: 978-972-8924-58-4.
Google Scholar

Sendur, A. & Kościńska, A. (2021). Online education – theory and practice. A guide for foreign language teachers and more. Wyd. Oficyna Wydawnicza KAAFM. ISBN 978-83-66007-73-4.
Google Scholar

Siemieniecka, D. & Siemieniecki, B. (2019). The theories of education in digital world. OW Impuls. ISBN 978-83-80-95-751-0.
Google Scholar

Stake, R. E. (2009). Qualitative case study. In N. K. Denzin, Y. S. Lincoln (Eds.), Qualitative research methods, vol. 1. PWN. ISBN 978-83-01-15877-4.
Google Scholar

Strumińska-Kutra, M. & Kołodkiewicz, I. (2012). Case study. In D. Jemielniak (Ed.), Qualitative research. Methods and tools, vol. 2. Warszawa: PWN. ISBN: 978-83-01-16947-3.
Google Scholar

Sztuka, J. (2018). The perspective of effectiveness in social rehabilitation. Studia Paedagogica Ignatiana 2018/21/ 1, pp. 85–105.
Google Scholar

UNESCO Chair of applied Research for Education in Prison (2022). Portrait of a Researcher: José António Marques Moreira. Newsletter, Volume 10, Issue 1, February 2022.
Google Scholar

Woźniak, J., Stanek, M., Jurek, M., Wenda, W., & Zaskórski, P. (2020). How to study online?, p. 24. Wyd. CeDeWu. ISBN 978-83-8182-446-4.
Google Scholar

2024
Published: 2020-07-09

ISSN: 2451-2583

eISSN: 2543-6155

Publisher

Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press

Submit

A Portuguese Model of E-learning for Prisoners as an Example of Successful Application of New Technologies in Education of Convicts: A Case Study

Abstract

Keywords:

Daria Becker-Pestka

Information