Transcript 幻灯片 1 - 北京外国语大学网络教育学院官网

Integrating Cognitive with
Affective learning
in Online Education
WANG Heng
Beijing Foreign Studies University
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Overview
• Background
• Purpose of the Study
• Review of the Literature
• Methods and Findings
• Conclusions and Recommendations
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Background: Online Learning
3
Perspectives on e-learning:
A framework for analysis
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Purpose of the Study
• The present paper aims
-- to emphasize and address the affective issue in
the online education.
-- to provide recommendations in integrating
cognitive with affective learning in online
education so as to help instructors create effective
and positive online learning environments.
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Review of the Literature
• Affective
• Affective means having to do with emotion. It is most
commonly used in psychology and psychiatry to
describe emotions. The word affective is something of
an opposite to cognitive. Psychological theory is that
one half of the brain is affective or emotional. The
other half of the brain is cognitive, logical, and
language-oriented(Encyclopædia Britannica).
• ‘Affective functions and cognitive ones are
inextricably integrated with one another in language
learning’ (Picard et al 2004) .
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Review of the Literature
• Teacher Immediacy Behavior
• From the field of communication education based on
Mehrabian & Wiener (1968) in psychology, immediacy can
be defined as the amount of “perceived physical and/or
psychological closeness between people” (Christophel,
1990, p. 325).
• Studies of immediacy behaviors gave rise to the concept
of social presence, from social psychology (Short, Williams,
and Christie, 1976).
• Social presence is “the degree to which a person is
perceived as a ‘real person’ in mediated communication”
(Gunawardena, 1995, p.151).
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Social Presence
Definition
The degree to which a communication medium is
perceived to be socio-emotionally similar to a
face-to-face conversation. (Rogers, 1986)
Bipolar pairs
Impersonal
Personal
Distant
Close
Dehumanizing
Humanizing
Expressive
Inexpressive
Emotional
Unemotional
Insensitive
Sensitive
8/34
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• Studies have shown that “…users of computer
networks are able to project their identities
whether `real’ or `pseudo,’ feel the presence of
others online, and create communities with
commonly agreed on conventions and norms …”
(Gunawardena, 1995, p. 151).
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Changing roles (Hiltz et al)
•
•
From Facilitator to Moderator: leading to learning
Cognitive role
–
–
–
•
Affective Roles
–
–
–
•
More nonverbal communication
More intimacy
More formal, less humor
Managerial roles
–
–
•
Two way learning process
Engaging in a deeper level of mental processing: thinking, reasoning,
analyzing
Persistent communication leads to more reflective and high quality
responses: accuracy becomes very important
More course planning
More course administration and organization: leading, controlling
Searching for a new persona: “smiley faces are not my thing”
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E-Moderator
• Refers to online teaching and facilitation role.
Moderating used to mean to preside over a meeting or
a discussion, but in the electronic world, it means
more than that. It is all roles combined—to hold
meetings, to encourage, to provide information, to
question, to summarize, etc. (Collins & Berge, 1997;
Gilly Salmon, 2000); see
http://www.emoderators.com/moderators.shtml.
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Methodology
• Both quantitative and qualitative research
methods were employed in the research.
• Questionnaire survey (distributed to 56 online
learners) and face-to-face structured interviews.
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Findings: (1) Problems Faced
Administrative:
• “Lack of admin vision.”
• “Lack of incentive from
admin and the fact that
they do not understand
what we need.”
• “Lack
of
system
support.”
• “Little recognition.”
Pedagogical:
• “Difficulty in performing
lab experiments online.”
• “Lack of appropriate
models for pedagogy.”
Time-related:
• “More ideas than time to
implement.”
• “Not enough time to
correct online assign.”
• “People need sleep; Web
spins forever.”
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Findings: Problems Faced
To Cope with the Interpersonal Machine,
We Need Instructor’s Loving Support!!!
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Findings
Problems
e.g. “The total experience” (p vii & viii ibid)
• “what engages students the most” course design (41%)
staff (25%)
support (10%)
outcomes
(knowledge/skills) (4%)
e.g. “Interactive face to face methods” are rated most
highly or “the best for this group of 95,000 students as
learning remains a profoundly social experience” (p x ibid)
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Findings
• The research results demonstrate that compared
with the intellectual needs, online learners have as
much as, or even more affective requirements in
their online learning.
• Interpersonal relations and social support can
increase their persistence in online learning, and
enhances their group commitment, collaboration,
and learning satisfaction.
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Suggestions
• 1) Emails. Tutors are encouraged to begin their
online teaching by creating a class email box, a
place for students and tutors to communicate
easily. And students’ personal discussion folders
may be established if possible. The messages
might be two to three sentences long and include
general words of encouragement, caring or
support. All these could help students overcome
feelings of remoteness in online learning.
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2) Discussion "forums".
• Forums could be another good way to build up
communication. In order to increase psychological
closeness with learners, tutors may use verbal immediacy
in their response. They may cite their personal
experiences or give the affective response just as a friend.
Here, emoticons may help a lot. Emoticons are graphic
accents or textualized icons created by a series of
standard keyboard characters combined to produce a
picture (e.g., :-) ). These nonverbal cues bring facial
expressions used in face-to-face settings to the internet,
conveying affection and emotions.
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3) "Live chat".
• Students often felt that the lack of timely feedback from
tutors discouraged them from participating in the online
learning and discussions. "Live chat" can address this
issue and help reduce perceived interaction difficulty
associated with time-independent posting and replying. 4)
Phone Calls. In our survey, it is surprising to find out what
a personal phone call can do to enhance a sense of
connectedness with students. In the interview, off-campus
students felt as though they learned more when their tutor
used phone calls to express caring and provide specific
feedback.
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4) Phone Calls
• In our survey, it is surprising to find out what a
personal phone call can do to enhance a sense of
connectedness with students. In the interview, offcampus students felt as though they learned more
when their tutor used phone calls to express
caring and provide specific feedback.
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Conclusion
• Results of the study concluded that affective
factors are as important as cognitive factors in
online education. It builds connectedness and
promotes learning. Online education should given
adequate consideration to affective domains.
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Selected Bibliography
 Scott G (2005) Accessing the Student Voice. Using CEQuery to identify what
retains students and promotes engagement in productive learning in Australian
higher education. Report DEST
 Smith P & Sadler-Smith E (2006) Learning in Organisations - Complexities and
Diversity. Routledge, Oxon & NY
 Dede, C. 2005, Planning for 'Neomillennial' learning styles: implications for
investments in technology and faculty, in D. Oblinger & J. Oblinger (Eds.),
Educating the Net Generation, EDUCAUSE, available online:
http://www.educause.edu/educatingthenetgen
 Staron M (et al) (2006) Life Based Learning. A strength based approach to
capability development. Report ICVET
 Wenger E (1997) Communities of Practice: Learning, Meaning & Identity.
Cambridge University Press
 Glasser W (1998) Control Theory in the Classroom. Harper Rowe New York
 Ramsden P (1991) (2nd ed) Learning to Teach in Higher Education.
RoutledgeFalmer
 Carrick Teaching Awards Forum (templates) May 2007
Further Reading
 Schön, D (1983) The Reflective Practitioner, Basic Books, New York.
 Atkinson T & Claxton G (eds) (2000) The Intuitive Practitioner: On the value of
not always knowing what one is doing. Open University Press, Buckingham
 Sanchez E (2006) Fuzzy Logic and the Semantic Web. Elsevier B.V.
 Biggs J (2003) (2nd ed) Teaching for Quality Learning at University. Open
University press
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•Thank you for your attention!!!
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