Becoming a "communal architect" in the online classroom: Integrating cognitive and affective learning for maximum effect in web-based education
The authors discuss several online and offline community-building strategies that may be used to foster a positive social dynamic in online courses. Before presenting specific strategies, they begin by introducing readers to what they refer to as "communal scaffolding." The communal scaff...
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| Format: | Article |
| Language: | English |
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Flexible Learning Association of New Zealand
2012-05-01
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| Series: | Journal of Open, Flexible and Distance Learning |
| Subjects: | |
| Online Access: | https://jofdl.nz/index.php/JOFDL/article/view/139 |
| _version_ | 1797963439021228032 |
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| author | Robert Woods Samuel Ebersole |
| author_facet | Robert Woods Samuel Ebersole |
| author_sort | Robert Woods |
| collection | DOAJ |
| description |
The authors discuss several online and offline community-building strategies that may be used to foster a positive social dynamic in online courses. Before presenting specific strategies, they begin by introducing readers to what they refer to as "communal scaffolding." The communal scaffold lets instructors conceptualize how affective and cognitive learning are inextricably intertwined in the online learning process. It also provides a theoretical base and sets pedagogical guidelines for fostering a supportive communication climate in the online setting. As presented herein, the communal scaffold is consistent with the assumptions embedded in climate theory (popular in community and social psychology literature), which assumes that psychosocial climates vary with different settings; climates are a product of environmental and individuals characteristics; and the relationships between climate, setting, and individuals are reciprocally influential (Pargament, et al., 1983).
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| first_indexed | 2024-04-11T01:29:25Z |
| format | Article |
| id | doaj.art-870e630f0a99438499672253dc9ffdc6 |
| institution | Directory Open Access Journal |
| issn | 1179-7665 1179-7673 |
| language | English |
| last_indexed | 2024-04-11T01:29:25Z |
| publishDate | 2012-05-01 |
| publisher | Flexible Learning Association of New Zealand |
| record_format | Article |
| series | Journal of Open, Flexible and Distance Learning |
| spelling | doaj.art-870e630f0a99438499672253dc9ffdc62023-01-03T10:03:43ZengFlexible Learning Association of New ZealandJournal of Open, Flexible and Distance Learning1179-76651179-76732012-05-0171Becoming a "communal architect" in the online classroom: Integrating cognitive and affective learning for maximum effect in web-based educationRobert Woods0Samuel Ebersole1Spring Arbor UniversityUniversity of Southern Colorado The authors discuss several online and offline community-building strategies that may be used to foster a positive social dynamic in online courses. Before presenting specific strategies, they begin by introducing readers to what they refer to as "communal scaffolding." The communal scaffold lets instructors conceptualize how affective and cognitive learning are inextricably intertwined in the online learning process. It also provides a theoretical base and sets pedagogical guidelines for fostering a supportive communication climate in the online setting. As presented herein, the communal scaffold is consistent with the assumptions embedded in climate theory (popular in community and social psychology literature), which assumes that psychosocial climates vary with different settings; climates are a product of environmental and individuals characteristics; and the relationships between climate, setting, and individuals are reciprocally influential (Pargament, et al., 1983). https://jofdl.nz/index.php/JOFDL/article/view/139online learningdistance educatione-learningdistance learningtechnology-enhanced learningflexible learning |
| spellingShingle | Robert Woods Samuel Ebersole Becoming a "communal architect" in the online classroom: Integrating cognitive and affective learning for maximum effect in web-based education Journal of Open, Flexible and Distance Learning online learning distance education e-learning distance learning technology-enhanced learning flexible learning |
| title | Becoming a "communal architect" in the online classroom: Integrating cognitive and affective learning for maximum effect in web-based education |
| title_full | Becoming a "communal architect" in the online classroom: Integrating cognitive and affective learning for maximum effect in web-based education |
| title_fullStr | Becoming a "communal architect" in the online classroom: Integrating cognitive and affective learning for maximum effect in web-based education |
| title_full_unstemmed | Becoming a "communal architect" in the online classroom: Integrating cognitive and affective learning for maximum effect in web-based education |
| title_short | Becoming a "communal architect" in the online classroom: Integrating cognitive and affective learning for maximum effect in web-based education |
| title_sort | becoming a communal architect in the online classroom integrating cognitive and affective learning for maximum effect in web based education |
| topic | online learning distance education e-learning distance learning technology-enhanced learning flexible learning |
| url | https://jofdl.nz/index.php/JOFDL/article/view/139 |
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