Adult learning and the emotional self in virtual online contexts

Abstract

The rapid growth of online collaborative learning presents emotional challenges to students and adult educators. This chapter discusses two of these issues: epistemic and identity challenge.

Motivation of Taking Distance-Learning and Online Programmes: A Case Study in a TAFE Institution in Australia

“…In conclusion, based on the Social Cognitive Career and Motivation Theory (Dos Santos, 2021a; Lent et al, 1994;Lent & Brown, 1996), the participants confirmed that their educational achievements and career goals significantly influenced their motivation and decision-making processes. As highlighted in previous studies (Heidrich et al, 2018;Smith, 2008), the participants expressed their intention to go to university after the completion of their TAFE qualification. Although the COVID-19 Pandemic restricted face-to-face interaction, the flexibility to complete qualifications at their convenience increased their motivation and intentions.…”

Arts-Based Critical Inquiry in Nursing and Interdisciplinary Professional Education

“…The findings shared here offer insights into professional education that use transformative approaches that affirm the value of affirming the emotional and spiritual dimensions of learning for both educators and learners (Clark & Dirkx, 2008; Dirkx, 2006; Geetzlaf & Osborne, 2010; Kasworm, 2008; Lawrence, 2008; Taylor, 2006; Tolliver & Tisdell, 2006). They foreground the specific challenges and strengths of diversity education in a context of transformative education (Baumgartner & Johnson-Bailey, 2008; Briskin, 2001; Gregory et al, 2010; James, 2001; Jones, 2009; Macdonald & MacDonnell, 2008; McGibbon & Etowa, 2009), and in particular in online venues (Smith, 2008).…”

Transformative Learning in an Online Environment

“…Teacher presence and social presence are related to student learning and satisfaction, they report. Smith (2008) describes a tension between "fear of fusion with the group and fear of alienation from the group" (p. 40) which continues through the life cycle of the group but gradually resolves itself as people "begin to act more out of an authentic sense of themselves as group members" (p. 40). The comments made by my students were collected at the end of a 14-week course.…”

“…Materials that provide alternative points of view, the opportunity to participate in the planning and evaluation of the course (and the sense of empowerment that comes with that opportunity) can set the stage for transformative learning, just as it does in other settings. Some of the unique characteristics on online learning, especially having time to reflect and having access to discussions once they are "over" is helpful for learners, especially near the beginning of a course when there may be, as Smith (2008) says, a fear of fusion and a fear of alienation in a group. Other of the unique characteristics of online teaching and learning may seem like obstacles at the beginning of a course, especially if people are unfamiliar with the process and are used to relying on the physical presence of their classmates, but over the duration of a course, a community of inquiry can develop which has the potential to encourage people to engage in reflection, use their imagination, and develop relations with others, all of which can be a fertile ground for articulating, reviewing, and revising meaning perspectives.…”