Online Education at a Distance through a humanistic paradigm

1. Online Education at a Distance through a humanistic paradigm Presenters: Dr Sarah Prestridge Griffith University Australia (moderator). Glen Watt, IMPACT Centre, Queensland, Australia. LieselotDeclercq D-Teach, Belgium.

2. Flow of Discussion • Theoretical perspective • Dr Sarah Prestridge • What is Self-Regulation • Online learning as an empathetic • process • Distance Education within a • Humanistic paradigm Practical perspective Glen Watt & LieselotDeclercq Pedagogical frameworks: IMPACT pedagogical framework D-Teach pedagogical framework

3. Overarching Question: How are student’s self-regulatory skills developed within distance learning usinga humanistic educational paradigm The relationship between: self-regulation;distance education; online pedagogies and empathy is explored through theoryand practice

4. Why is Self-Regulation (SRL) • Future jobs require us to work with data, multi:-lingual/cultural/social + multiple people • Job prosperity requires people learn, unlearn and re-learn • Currency for working: What I contribute… What Impact.... What reasoning…. What I don’t know….

5. What is Self-Regulation (SRL)ability to control one’s own learning Internal individual SR teaching-learning context • External SR cognitive-emotional achievement skill <-> will

6. What is Self-Regulation (SRL)ability to control one’s own learning We draw from the works of Bandura (1986) & Zimmerman (1986) : self-regulation as part of social cognitive theory of human behavioris a process of influencing the external environment by engaging in the functions of self-observation, self-judgment, and self-reaction. whereby students activate and sustain cognitions and behaviours systematically oriented toward the attainment of their learning goals.

7. What is Self-Regulation (SRL)ability to control one’s own learning Phases of recursive cognition self-monitoring, self-diagnosis, and self-motivating task perception goal setting beliefs about success planning enacting adaptation self-oriented feedback loop engaging in a task feedback from a teacher

8. What is Self-Regulation (SRL)ability to control one’s own learning Self-regulated learning has meta-emotional and environmental dimensions, which involve asking oneself questions like these: • How motivated am I to do the learning task, and how can I increase my motivation if I need to? • If my confidence in my ability to learn this material sags, how can I increase it without becoming overconfident? • Am I resisting material that is challenging my preconceptions? • How am I reacting to my evaluation of my learning? • How can I create the best, most distraction-free physical environment for the task These “socio-cognitive abilities” are the precursors of “social adjustment.” = developing emphathy.

9. DefiNING tensions on SRL there is no one set of cognitive, metacognitive, motivational, and behavioural strategies that constitutes the desirable mode of self-regulation and engagement in every setting and task + what happens when students are learning at a Distance/online?

10. Problem: ONLINe + SRLSelf-regulatory learning has a direct correlation to student achievement in online courses • Increase in personal online learning • Increase in Higher Education’s use of mixed mode and fully online • Change in models of senior schooling • Tension with mainstream schooling models of learning not enabling effective transition to Higher Ed. OTHER to SELF regulation • We know that: • The more students experience online learning the more competent they become at learning in this way • SRL improves developmentally (Alexander et al. 1995; Kopp 1982; Wang, Shannon and Ross 2013)

11. SRL+ Online+ Humanistic ParadigmOnline education has been plagued by issues of students’ feeling isolated, struggling to understand requirements and lack of engagement Disengagement and higher drop-out rates due to: • lack of interaction, either among students, or between the student and the instructor • inappropriateness of course content for online delivery • absence of a strong collaborative, supportive learning environment • poor course design that involves the mere distribution or "dumping" of information • low student familiarity with technology when entering or taking a course • low student motivation.

12. Humanistic paradigm Interpersonal relationships Teaching that is structured around the dynamics of human communication teacher-student-student Learning community Online teaching is more than just content on a page, quizzes, content, people, … It’s the happenings…. also how you use the tools

13. Participatory pedagogy • learners as the ‘active’ participant and the teacher as the ‘onlooker’. • teachers engineer activities and support students to interact with one another so that the generation and critique of content is more free-flowing and responsive to student interests and needs. • the ‘power’ hierarchy is more distributed, with a greater sense of equal contribution

14. Teacher as learning engineer A teacher as a learning engineer taking a more heightened in-situ role in the repurposing of an on-going task responsive to learner interaction and need, as well as the need to engineer activities promote collaborative learning, reciprocity and cooperation amongst students. online presence of teachers as an intersection of their social and pedagogical self

15. Community in the making Online Education as a ‘Community in the making’ rather than an online classroom as the more broader view of online teaching of which teacher presence is interdependent upon cognitive and social presence. In this way it is more about a process view of community creation through students, content and instructors action.

16. Humanistic Paradigm + SRL onlineLooks like online • D-Teach • IMPACT