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Special Issue: Critical Infrastructure Protection
Special issue: Challenges for the state and international security: The current state and prognosis for the future
Special Issue: Innovations for chemical, biological, radiological, nuclear + explosive - CBRNe defence
RESEARCH PAPER
Military higher education teaching and learning methodologies: An approach to the introduction of technologies in the classroom
| 1 | Military University Institute Research and Development Centre (CIDIUM)
Military University Institute, Lisbon, Portugal |
| 2 | Centre for Research in Organizations, Markets, and Industrial Management (COMEGI)
Lusíada University of Lisbon, Lisbon, Portugal |
| 3 | Faculty of Sciences and Technology
NOVA University of Lisbon, Lisbon, Portugal |
| 4 | Military University Institute, Lisbon, Portugal |
Online publication date: 2019-04-20
Publication date: 2019-06-28
Security and Defence Quarterly 2019;24(2):123–154
KEYWORDS
professional military educationteaching and learning methodologiesinformation and communication technologies
ABSTRACT
The study focuses on the use of Information and Communication Technologies (ICT) in
Military Higher Education, delimited to the present moment and to the current professors
and students of the Military University Institute. This study aims to analyse the relationship between ICT and teaching and learning methodologies in the context of professional military
education, with emphasis on the concept of innovation in the classroom, on teaching and
learning styles and on the role of ICTs in learning. The study is based on a mixed research
strategy combining deductive and inductive approaches, materialized in a case study, with
data collected through questionnaires, interviews and documentary analysis. This article
focuses on the conceptual framework and its interconnection with the methodological
strategy for the empirical study. The results presented refer to the pilot validation test of
the data collection instruments and indicate that, in general, students and teachers share
the same teaching-learning styles and both students and teachers show a good propensity
to use ICT in the classroom.
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