(1685) DESIGN OF A PEDAGOGICAL MODEL OF DISTANCE LEARNING FOR THE CONTINUOUS TRAINING OF MAGISTRATES: THE HYBRID AS A SOLUTION

摘要

The growing use of information and communication technologies (ICT) has enabled the emergence of new learning environments that aim to meet the needs of modern society, specifically in the online and digital domain. In this context, e-learning emerged as a recognized mean for the diffusion of education and in-service training, presenting itself as a modality that can respond to the current challenges of lifelong learning. It as progressively emerged as a complement to the traditional training systems. Given the importance and complexity of this topic, this study aim to support the modernization of training practices in the area of continuous training of magistrates, through the design of a distance education model. As such, the project is organised around the following research questions: (i) which needs and interests are associated with the implementation of distance education model for the continuous training of magistrates; (ii) which features should a model of this nature present; (iii) what is the level of suitability of the proposed model considering this professional context and target audience. Regarding the previous questions, 9 interviews were held in a semi-structured format, to a total of 13 respondents: three individual interviews to the Directors board of the Centre for Judicial Studies; one individual interview to the coordination of the Training Department and five collective interviews to nine teachers belonging to several areas of jurisdiction. This phase of the project took place between July and October of 2015. The data collected was analysed through content analysis procedures. Based on this analysis, it was possible to see that it is widely recognized the usefulness, viability and relevance of the design and implementation of a distance training model for the continuous training of magistrates. For this, a blended-learning approach, also called hybrid model, was pointed out as the most suitable solution. Similarly, it was possible to identify that the model should consider a high level of flexibility regarding: courses structure, session typology and duration, pedagogical strategies and practices, as well as evaluation mechanisms.