Ceaselessly Exploring, Arriving Where We Started and Knowing It for the First Time

Abstract

In this paper I explore the implications of the increasing social and sociable uses of new, mobile internet associated technologies (MIATs) for online learning. In particular I focus on tablet computers as at the vanguard of this shift. Drawing on discourses of technobiophilia and phatic communion, the propositions explored in this paper are that: (a) that internet associated technologies have been shaped by and reflect the ways in which humans engage with objects and each other in the physical world, (b) that of particular significance for MIATs are frequent small scale social interactions between users, and (c) that a more detailed consideration of these affordances would enhance online learning. I develop this account by considering the potential role of relationships for supporting the development of socially cohesive learning groups and the enhancement of online learning. In particular I focus on the need for partiality within a learning group and mechanisms for managing conflict. I conclude by offering two broad principles for a more sociable online learning experience.

Adult learning theories: implications for online instruction

“…The developments in social internet media present opportunities for new synchronous communication for online adults to form more cohesive learning groups so as to promote significant learning. Davies (2016) explored the use of mobile internet-associated technologies or MIATs coupled with online learning to promote phatic communication and boost stronger group development. Phatic communication is the daily small talk that has potential in establishing and maintaining bonds of sociality between students.…”

“…While more empirical research is necessary, there has been wide support for the idea that relationships are helpful to improve student-to-student engagement in the online classroom (as supported by social learning theory). As a proponent for encouraging stronger student relationships, Davies (2016) suggested that online instructors and instructional designers consider the power of MIATs to facilitate easy, rapid and phatic conversation to promote group development of the learning group. The use of MIATs can facilitate the stages of group development (Tuckman, 1965) so that stronger relationships are formed.…”

“…The use of MIATs can facilitate the stages of group development (Tuckman, 1965) so that stronger relationships are formed. As a result, Davies (2016) posited that developing phatic aspects of online learning by utilizing MIATs can present online students with an opportunity for more meaningful experiences when working through formal online activities.…”

Establishing the Theoretical Constructs for e-Learning in Applied Architecture Programs

“…Along with online learning, social media advancements give students new synchronous communication opportunities that will help them form more cohesive learning groups and advance meaningful education. To give online students more meaningful experiences when participating in formal online tasks, Davies [25] proposed that phatic aspects of online learning be developed using MIATs-adult learning theories and how they relate to online education [26].…”

Approches critiques des technologies en éducation : un aperçu

“…Plus précisément, l' expansion et l'accélération de la formation à distance sur la base du « n'importe où, n'importe quand » soulève plusieurs questions sur la gestion de l' éducation et l' engagement des apprenants dans leurs études -ne serait-ce qu'en termes de répartition des responsabilités entre les différents sites et acteurs concernés (Hamilton, 2016;McLaren et Jandrić, 2015). Il est possible de penser que les technologies sont associées à une nouvelle distribution des opportunités éducatives et des obligations de retombées éducatives qui en résultent (Davies, 2016). Par exemple, un certain nombre d' études ont documenté l'usage ou le non-usage des technologies dans les écoles (p.…”