Experiences of Online Closeness in Virtual Learning Environments (VLEs).
In virtual learning environments (VLEs) students often find themselves in front of a computer, looking at a bright screen, interacting with classmates and teachers through a keyboard and a mouse, and, in most cases, listening and watching someone who is not physically present. Virtual components (or...
| Publicado en: | Indo-Pacific Journal of Phenomenology Vol. 18; no. 2; pp. 15 - 29 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Sep2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=136978641&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 136978641 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14457377 781N jtl: Indo-Pacific Journal of Phenomenology issn: 14457377 maglogo: N pubinfo: dt: Sep2018 vid: 18 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 136978641 10.1080/20797222.2018.1507350 ppf: 15 ppct: 14 formats: fmt: @attributes: type: P size: 361KB tig: atl: Experiences of Online Closeness in Virtual Learning Environments (VLEs). aug: au: Vargas-Madriz, Luis Francisco affil: Senior Research Coordinator, Centre for Teaching and Learning, University of Alberta, Edmonton, Canada su: Courseware Academic achievement Phenomenology sug: subj: Courseware Academic achievement Phenomenology ab: In virtual learning environments (VLEs) students often find themselves in front of a computer, looking at a bright screen, interacting with classmates and teachers through a keyboard and a mouse, and, in most cases, listening and watching someone who is not physically present. Virtual components (or even an entirely online classroom) are not rare, and growing concern is currently surfacing about students' potential feeling of isolation, which has been found to increase educational barriers such as lack of motivation or engagement, or poor academic achievement. We may therefore begin to wonder whether VLE allows for the necessary interpersonal involvement required for learning. Using a qualitative phenomenological research methodology called phenomenology of practice, the aim of this study was to understand what it is like to experience a sense of closeness to others in a VLE. Data was gathered by means of in-depth phenomenological interviews with five adult university students recruited via snowball sampling who had previous experience in VLE settings. The findings revealed that students may experience closeness with their classmates and teachers when they suddenly look beyond the superficial technological hurdles and find the humanity in the virtual others, when they share a difficult group experience, or when they create a personal virtual space. This study showed that closeness is indeed essential in education, and that even online we repeatedly find ourselves in a continuum of closeness to others, moving from an experience of togetherness to an experience of loneliness, or vice versa. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Indo-Pacific Journal of Phenomenology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Indo-Pacific Journal of Phenomenology holder: Taylor & Francis Ltd dt: @attributes: year: 2018 holdings: @attributes: islocal: N |
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