Subject: [IFETS-DISCUSSION:755] emotions in learning online
From: Cathy Burke (cathy@windses.free-online.co.uk)
Date: Thu 30 Nov 2000 - 00:12:14 MET
Date: Wed, 29 Nov 2000 23:12:14 +0000 From: Cathy Burke <cathy@windses.free-online.co.uk> Subject: [IFETS-DISCUSSION:755] emotions in learning online
Barry says
It is well-known that an emergent property of the capacity to learn is
the presence of emotions (such as curiosity, fascination, confusion,
puzzlement, bewilderment, anxiety, boredom, frustration, annoyance,
embarrassment, satisfaction, and confidence). When one enters an
immersive simulation populated by other learners, one deals not only
with one's own limited understanding and associated emotional states,
one also has to deal with the limited understanding and associated
emotional states of the peer learners. This is what makes multi-person
simulations so much more engaging than single-user systems. It is also
what makes them fraught with conflict and discord -- which can both
stimulate and derail learning.
And I wonder whether the asynchronous nature of the discussion enhances
the awareness among the learners of these emotions. Role Play can happen
synchronously as in a chat room situation where the responses will be
spontaneous and momentary. The archived discussion allows the learner to
ponder the meanings associated with the text, the emotions of the
speaker and the intent of the fellow learner. This is the crucial
difference for me in allowing the role play to become part of a
reflective learning experience. The facility to make valid and
imaginative comparisons and connections is, I would argue, a crucial
factor in developing learning and in critical analysis. Potentially in
an on line text based role play, a multi-layered possibility presents
itself: the comparison between self and the other role adopted; the self
and other learners as they respond / fail to respond; comparisons
between interpretations of the roles adopted by self and others ...and
so on. When this is all archived it is possible to observe this
carefully and thoughtfully. However, this time to reflect and associated
lack of spontaneity can hamper the participation and if so, the emotions
of embarrassment, anxiety and bewilderment can become the dominant
features. Reassurance and encouragement from the moderator - and, as has
been mentioned here, a large commitment and a lot of time and energy -
are vital factors in helping to support the learning. This, I am sure is
at least at this stage beyond the capacity of computer science to
imitate.
Cathy
--Catherine Burke 7 The Windses Grindleford Hope Valley S 32 2HY Tel: 01433 631907
Dr. Catherine Burke Lecturer in Education: Child & Family Studies, Bretton Hall College West Bretton WF4 4LG 01924 830261
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