Abstract:

The present work integrates a broader research whose final objective was to verify the possibility of developing empathy in adults through digital technologies. In the present stage of the research we are building a conceptual model of training that would support the methodologies used, both for face-to-face training and distance learning.
A systematic review of the literature was carried out in order to identify models and methodologies applied to increase the level of empathy. We found that there is not a single methodological proposal for the development of empathy. Quite the contrary, different methods have been used according to the researchers' theoretical approach, their research assumptions and the availability of teaching resources.
Another step of the present work was the identification of e-learning specific characteristics, as well as the use of learning objects, which can impact the development of empathy. As a result, we found that characteristics such as asynchronous communication, which allows greater flexibility of schedules, continuous availability of didactic material and privacy when clarifying doubts can have a positive impact on learning. Regarding teaching materials, emphasis was given to interactive resources such as videos, simulated exercises, applications and digital games.
Based on the conceptual definition by Cuff et al (2014) and the approach of sociocognitive neuroscience (Decety & Morigushi, 2007), the conceptual model of training considered both the affective and cognitive aspects of empathy, but without addressing issues related to the later behaviors elicited by empathy. In each of the training phases, different practices are used, in order to contemplate, during the course, all the methods described by Lam, Kolomitro and Alamparambil (2011), which are, didactic, experiential, skills training, mindfulness meditation, video stimulus, and writing.
As a result of this research, the PEEP model was constructed, an acronym for the four-stage development model: (i) Presence and Self-Awareness, (ii) Empathic Affectivity, (iii) Empathic Accuracy, and (iv) Perspective Taking. In each model´s phase, course plans were structured for the face-to-face and distance learning modalities, containing specific methodologies, adapted according to the characteristics of each modality.

Keywords:

Empathy, learning model, e-learning.