Critical Thinking
The distance learning environment creates a multitude of challenges that students or instructors do not have to deal with in a brick and mortar classroom. One controversial topic may be that people cannot express their emotions effectively online. Online environments are also complicated to have interactions and establish a presence. Is this really the case though? Is it challenging to show emotion online or have a presence; however, it is not impossible. These topics will be discussed in the following.
Showing Emotion Online
Emotion has a major role that it plays in the learning environment (Cleveland-Innes & Campbell, 2012). Educational psychologists believe the motivation, achievements, and the overall educational performance has a direct correlation to the human emotion (Cleveland-Innes & Campbell, 2012). That statement alone reflects the significant role that emotion plays in education. There is a major need for human emotion to be displayed in the educational environment and it really does not matter whether it is a brick and mortar class or an online learning environment; emotion must and in fact does play a role.
Our emotions are evident through the work that is submitted and discussions in which students and instructors have with one another. For example, positive emotions can lead to positive results on papers or tests; negative emotions can do just the opposite prompting negative results (Cleveland-Innes & Campbell, 2012). Learning outcomes are a direct result of student’s emotions so instructors and students alike can indeed see the emotion in each other in an online learning environment. In many online institutions, one of the topics discussed is the tone employed when writing in...
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... failure for the students and fatal damage to the institution’s reputation. To sum it all up, yes, these three topics are entirely possible and must be utilized in the online learning environment
Works Cited
Cleveland-Innes, M., & Campbell, P. (2012). Emotional presence, learning, and the online learning environment. The International Review of Research in Open and Distance Learning, 13(4). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1234/2333
Ley, K. (2006). Virtually being there: Establishing a social presence. Retrieved from http://www.uwex.edu/disted/conference/Resource_library/proceedings/06_4392.pdf
Woods, R. H., & Baker, J. D. (2004). Interaction and immediacy in online learning. The International Review of Research in Open and Distance Learning, 5(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/viewArticle/186/268
A multitude of opinions are found on the subject: are emotions more a function of the heart or of the head? According to Antonio Damasio (1), emotions and feelings are an integral part of all thought; yet we as humans spend much of our time attempting to disregard and hide them. In the view of source (2), experience is the result of integration of cognition and feelings. In either view, it remains indisputable that emotions are not what we typically make them out to be: the unwanted step-sister of our cultural sweetheart reason. Reason in our culture denotes intelligence, cognition, and control. Emotions seems such a "scary" concept to our collective m...
Fendler, Lynn; Michalinos Zembylas. (2006). Reframing emotion in education through lenses of parrhesia and care of the self. Springer Science Business Media B. V.
The ideas of this article intrigued me because of the information presented in the beginning paragraphs. This article elaborates upon how important the ability of being able to distinguish between positive and negative emotions is. Through the faces presented in the start of the article, I learned that affective development “generally precedes cognitive and behavioral development, as children experience emotions and react to them long before they are able to verbalize or cope. However, social and emotional competencies do not unfold automatically; rather they are strongly influenced by the child’s early learning environment” (Kramer, Caldarella, Christensen & Shatzer 2010). As an educator, I feel as though this is a pertinent piece of important information. Oftentimes students will view school as their safe-haven, and, with all the struggles that they are facing at home, emotions are let loose in the wrong ways. This social-emotional learning program reportedly help...
In the article it is clear what the argument is about as presented in the title “Why College Freshman Need to Take Emotions 101”. These experts studied many ways of how college students have many reasons to be in the mind set they are in from the beginning of early life. The two Yale Center authors Diana Divecha and Robin Stern who performed a research to determine the cause and effect of college students who was dealing with my problems including anxiety, emotional, health, and even living without the dependency of there parents.
According to Krathwohl (1964) affective objectives are rarely inculcated in College Curricula due to the hesitancy of teachers to assign students grades for interest, attitude or character development. This he says are due to two factors which are; appraisal techniques which are inadequate and the fact that students easily exploit their ability to detect responses to be rewarded or
In this unit, we have been talking about emotions. We graphed our emotions every hour for one day. We did a fourteen hour day. Then, we gave our emotions a rating. If it was a good emotion, we would give it a +1 through a +10. If it was not a good feeling, then we would rate it from -1 to -10. Our lowest emotions would be at -10 and our highest at +10. I had different emotions during the hour, and I realized that I could have a lot of different emotions in just one day.
O'Malley, John, and Harrison McCraw. "Students perceptions of distance learning, online learning and the traditional classroom." Online journal of distance learning administration [Online] 2.4 (1999). Web. 10 Jan. 2014
Some students within society need to have online learning to complete college degrees due to their lifestyles. While it
For example, we learn and perform more successfully when we feel secure, happy or excited about the subject matter (Boekaerts,1993; Oatly & Nundy, 1996). It also has the potential to interfere with learning as we may been easily distracted from learning if we feel anger, anxiety or sad. Emotions may interfere our learning capacity by limiting our capacity to balance emotional issues with learning, creating anxiety towards learning and triggering emotional responses in learning. We may have difficulty in learning if our mind are cluttered with distracting thoughts; we will feel anxious in learning which causes us to not feeling competent while learning; we will also get upset easily when we face any negative comments while learning which will impede our further learning (Linda et al. 2014) (3). Another aspect of emotion is our mood as it is clear that mood affects what is noticed and encoded. When our mood match the mood we were in when experiencing and learning information, we tend to be able to remember easier (Mempowered 2011). According to Art Markman (2010), people in a positive mood learned to classify items that required a rule-based strategy faster than those in a neutral or negative mood. Finding suggests that positive mood has specific influence on learning as it affetcs the ability to learn things that require some amount of flexibility and creativity
New York: Routledge, 2003. Moore, J. L., Dickson-Deane, C., & Gaylen, K. (2010). e-Learning, online learning, and distance learning environments: Are they the same? Internet and Higher Education, 129-135. Nola, C. (2001, April).
There are some interruptions of developing affective education. It takes time and lots of efforts to build up it, so teachers have great stress from work. At present, teachers in the universities undertake the responsibility of both the teaching work and research work, so teachers have troubles in organizing and carrying out affective education.[15] At same time, they need to communicate with students by using rest time while they are tired and exhausted after daily work. Due to the some limitations of teaching conditions, it is hard to develop affective education, for example, when the course involves a wide range of contents, teachers should impart knowledge as much as possible in limited time. Therefore, teachers may abandon affective education to follow the traditional teaching methods for various reasons. In addition, there is no uniform pattern and standard of affective education, which teachers can follow it. Thus, teachers should develop affective education depending on characteristics and realities of English
The object/goal of online courses is for students to learn independently in the virtual environment without the “on-the-spot” help of the teacher. The indications are that involvement is a powerful means in the improvement in most of the aspects of undergraduates’ cognitive and affective development. In theory, the author believes online pedagogy would address the problem of students retreating to self-gratifying internet sites where they spend a great deal of time shopping online, chatting on social networks and playing online games. The author states (paraphrasing) “Until now, little at...
fact how we behave and what we feel is only the tip of the iceberg. I
Have you ever wondered why people have certain reactions? I chose chapter eight on emotions for my reflection paper because emotions are something that everyone has and feels, yet cannot always explain or react to in the way you would expect. Personally, I have never been great at responding to emotions in a way that I would not regret in the future. Thus, naturally being drawn to this chapter as a way to expand my knowledge on how to react to things more positively. I also wanted to learn why I feel a certain way after events that would not affect most people and be reassured about my feelings. Opposite to that, it is nice to see that, while not always productive, others have the same reaction habits. Overall, emotions are a complicated
There have been many critics that strongly advocate against the use of distance learning in elementary schools. With the increased availability and choice of new technology, comes many new concerns about the quality of instruction and the threat it may pose to the already established methods of teaching. Many believe that this new teaching method may replace the existing classroom all together, and won’t give students the adequate face-to-face contact they need. Most critics fear that “ineffective face-to-face teaching methods could be made even worse when they become technology based” (Truell, 2001, p46). The computer and internet have become dominant distance learning technologies, and hold the potential to take away from the human aspect of learning, so students do not learn the proper social skills they need to develop early on. Children need to learn to interact with one another, and function properly in a social setting, they learn this primarily within the classroom, and if these classroom settings are altered by distance learning, then they will no learn how to function in the normal social school setting. Many critics also say that all schools do not have the appropriate technological support and infrastructure to make distance learning programs effective for students. Since all schools do not have the tools and financial means needed to establish and support effective distance learning programs, they would not be able to keep up with the advancing technology in education, and therefore their students would not receive the same advantages as other students in the schools around them (Ravaglia & Sommer, 2000). Greenwood (1998) states that schools using distance learning are just contracting out their educational responsibilities and that such courses result in the elimination of teaching jobs. He feels that by using distance learning to teach students, they are minimizing the teacher’s job of actually teaching the students and designing lesson plans, and therefore slowly eliminating the need for teachers in the classroom at all. It is thought that there is more emphasis being placed on teaching than learning, and as a consequence schools are using distance education as merely a means to extend the classroom walls . While the critics of distance learning feel that this is just a way for schools to educate students, and relieve themselves of their responsibilities, there has been even more substantial evidence that these programs improve the elementary curriculum, rather than replace it altogether.