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Behind screens: challenges and opportunities of participatory online peace education in Finland.

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Title: Behind screens: challenges and opportunities of participatory online peace education in Finland.
Authors: Hietamäki, Sari1 (AUTHOR) sari.a.hietamaki@jyu.fi, Tucci, Ilaria2 (AUTHOR)
Source: Journal of Peace Education. Dec2022, Vol. 19 Issue 3, p330-350. 21p.
Subject Terms: *Online education, *COVID-19 pandemic, *Higher education, *Content analysis, Ethnographic analysis
Geographic Terms: Finland
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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Peace Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Behind screens: challenges and opportunities of participatory online peace education in Finland.
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  Data: <searchLink fieldCode="AR" term="%22Hietamäki%2C+Sari%22">Hietamäki, Sari</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> sari.a.hietamaki@jyu.fi</i><br /><searchLink fieldCode="AR" term="%22Tucci%2C+Ilaria%22">Tucci, Ilaria</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Peace+Education%22">Journal of Peace Education</searchLink>. Dec2022, Vol. 19 Issue 3, p330-350. 21p.
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  Data: *<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnographic+analysis%22">Ethnographic analysis</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Finland%22">Finland</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Peace Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/17400201.2022.2087610
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        Text: English
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      – SubjectFull: Online education
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      – SubjectFull: COVID-19 pandemic
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      – SubjectFull: Higher education
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      – SubjectFull: Content analysis
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      – SubjectFull: Ethnographic analysis
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      – SubjectFull: Finland
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              Text: Dec2022
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