Challenges to Learners in Interpreting Self as Other, Post COVID-19

Nash, Carol

doi:10.3390/challe12020031

Cited by 6 publications

(16 citation statements)

References 195 publications

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“…In addition, challenges concerning adequate online interaction between the students as well as between them and their instructors represent a significant issue for online learning during the pandemic. The distant nature of e-learning, combined with the new negotiation of (self) identity presented by videoconferencing software, further magnifies these interaction-related challenges [18].…”

Section: Introductionmentioning

confidence: 99%

The Challenges and Realities of E-Learning during COVID-19: The Case of University Sport and Physical Education

Moustakas

Robrade

2022

Challenges

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E-learning quickly became a crucial tool for universities and other higher education institutions during the global COVID-19 pandemic. The field of sport and physical education (PE) was no exception. However, though there is considerable growth in digital technologies in sport or physical education, we have very little evidence about the use and outcomes of these technologies. Thus, this study aims to document how e-learning technologies and pedagogical approaches were employed in the field of sport, the challenges and successes associated with these approaches, and potential avenues for improvement. To do so, a total of 27 responses were collected with two online qualitative surveys, one respectively for students (n = 15) and one for teachers (n = 12). Structured follow-up interviews with four students and one additional teacher were conducted to verify and deepen the responses. The findings show that interaction and variety were critical components of successful online learning. However, teachers reported difficulties motivating students, especially if no visual connection was present. Ultimately, even with innovation, variety, and interaction, sport and physical education’s practical and social nature does not fully translate to the online setting. Thus, we conclude by proposing potential avenues for practice and research to respond to the challenges documented here.

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Section: Introductionmentioning

confidence: 99%

The Challenges and Realities of E-Learning during COVID-19: The Case of University Sport and Physical Education

Moustakas

Robrade

2022

Challenges

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“…Lastly, a limitations section for this study will be presented based on this discussion. The research topics of those articles that had a positive evaluation of all of self-directed learning, online learning, and mental health of public school students during COVID-19 included the following (see Table 1): Impact of information literacy [47]; Self-directed learning on learning outcomes in MOOCs [48]; Guiding teaching strategies [49]; Mental health of high school students [50]; Factors affecting students' happiness on online learning [51]; The school of the future [52]; and Challenges to learners in interpreting self as other [53]. To be discussed is if these articles mention the importance of self-directed learning being self-initiated and parents relaxing their concern that learning be standardized.…”

Section: Discussionmentioning

confidence: 99%

“…Finally, of those papers that are positive regarding each of the three variables, a paper discussing challenges to learners in interpreting self as other [53] makes a clear distinction between students who develop their sense of self by turning to the norm and those who are self-reflective. Those influenced by the norm felt a sense of discomfort with self-directed online learning being required during COVID-19 and their mental health suffered as a result.…”

Section: Discussionmentioning

confidence: 99%

Scoping Review of Self-Directed Online Learning, Public School Students’ Mental Health, and COVID-19 in Noting Positive Psychosocial Outcomes with Self-Initiated Learning

Nash

2023

COVID

Self Cite

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During COVID-19, self-directed learning, contrasted with standardized learning, became a necessary and promoted learning method in public schools—one potentially supportive of mental health regularly in public schools through the use of online learning. This is important because negative mental health has been classified as a global crisis, with the highest and lowest student achievers recognized as at greatest risk. Therefore, the conditions under which public school students’ mental health has been improved, leading to positive psychosocial outcomes, are relevant. Studies have identified that positive psychosocial outcomes in this regard require self-initiation of students’ self-directed learning. Also necessary is a reduction in the standardized expectations of parents to lead to positive psychosocial outcomes. Unknown is what research identifies the relevance of both self-initiated self-directed online learning and a reduction in parental expectations of standardization. To investigate this, self-directed learning, online learning, mental health, public schools, and COVID-19 were keywords searched following PRISMA guidelines for scoping reviews. The result: few returns considered either factor and those that did reinforce the need for both. The conclusion: self-initiated self-directed online learning supported by public schools and parents should be central in the aim of reducing the mental health crisis in students post COVID-19.

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“…However, it is not that the book presented these ideas for the first time to the author. Rather, it was in conducting narrative research on The Order of Things that the author was able to bring together various work done over the course of a research career (for example, [84,85,86,87,88]). The framework of Foucault developed in The Order of Things merely provided a method for making the foundation of this research entirely public and potentially accessible to other researchers.…”

Section: )mentioning

confidence: 99%

A Framework for European Thought on Psychology, Education and Health Based on Foucault’s The Order of Things

Nash¹

2022

Preprint

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In European thought, the relationship among the fields of psychology, education, and health is both complex and obscured. Foucault’s acclaimed work, The Order of Things, offers a framework to evaluate their interconnection by identifying three distinct periods of European thought since the 16th century with respect to the ordering of phenomena—Renaissance, Classical and Modern. Theoretically dense and often difficult to decipher, the book’s categorization of language, value and being has been understandably underused, yet it provides deep insights into what have come to be known as psychology, education and health and remains invaluable in understanding the origin, limits and consequences of these fields. How Foucault’s analysis can be interpreted concerning the development of these areas as to each of the three periods of European thought is investigated. An approach based on narrative research appraises the analysis offered in the book. The results, presented for the first time in table form, compare these three periods, demonstrating a continuing practical value to Foucault’s insights. With the aid of the framework revealed by these tables, the boundaries and relationship of psychology, education and health become clear and their limitations—plus potential solutions to them—can be identified to mitigate anticipated negative consequences.

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Challenges to Learners in Interpreting Self as Other, Post COVID-19

Cited by 6 publications

References 195 publications

The Challenges and Realities of E-Learning during COVID-19: The Case of University Sport and Physical Education

The Challenges and Realities of E-Learning during COVID-19: The Case of University Sport and Physical Education

Scoping Review of Self-Directed Online Learning, Public School Students’ Mental Health, and COVID-19 in Noting Positive Psychosocial Outcomes with Self-Initiated Learning

A Framework for European Thought on Psychology, Education and Health Based on Foucault’s The Order of Things

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