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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Main Authors: Robert Woods, Samuel Ebersole
Format: Article
Language:English
Published: Flexible Learning Association of New Zealand 2012-05-01
Series:Journal of Open, Flexible and Distance Learning
Subjects:
Online Access:https://jofdl.nz/index.php/JOFDL/article/view/139
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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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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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