EMOTIONAL DISTANCE: AFFECTIVE FACTORS IN DL By Dr. Marina Kostina, Kendall College Emotions by Tamila
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EMOTIONAL DISTANCE: AFFECTIVE FACTORS IN DL
By Dr. Marina Kostina, Kendall College
Emotions by Tamila
LOST IN THE CROWD
LOST IN CYBER SPACE
Marina V. Kostina
What
feelings
come to
mind?
By the end of this presentation you will:
Understand why emotions are often ignored by education research
Realize the power of emotions online
Recognize the common fears of online teachers
Use emotions to increase students’ success and establish your online presence
Choose your place in the Dynamic Interrelational System
Gain valuable strategies that help you promote student autonomy, increase learner success and avoid learner isolation through affective practices
Q & A
The unfortunate fate of emotions
Damasio, 1999 Plato, 428-348 BC
Cogito ergo
sum
Descartes, 17 c.
The unfortunate fate of emotions
experience reasoning
knowledge
Mendelssohn, 18th c. Kant, 18th c.
19 c. – the turning point
William James, 19 c. Freud, 19c
20th century
http://www.lgblog.co.uk/2010/10/asimo-and-the-future-of-robotics/
Boom, 1956
attention
participation
value
priority
internalization Gardner, 1983, 2003
EMOTIONS IN DISTANCE LEARNING
TEACHERS
Teacher’s Emotions
FEAR
Discussion
Technology
Managing
Silence
DL=
impersonal,
CMS
No risks! Be
safe!
Teacher Presence
PROJECTED EMOTION + PERCEIVED EMOTION
Use of Emotional Avatars
Dr. Ortiz (2008)
Doctorate Study:
Avatars that express
emotions-> raise
satisfaction, better for
retention of
knowledge
Your emotional self
Your personality type is related to what emotions
you express and how you express them!
Is your personality translated in the online
environment?
Your emotional teaching
Blue –Student Oriented
nurturing and supporting, thrives on being a part of the development of students’
personal and social awareness, compassionate, creates rapport with students
Green - Subject Oriented
develops the competency and intelligence of the students, creates new procedures, uses
advances in technology
Orange - Action Oriented
gives students information that is useful immediately, likes to see direct results of
teaching, creates hands-on activities & dynamic, exciting classroom atmosphere
Gold - Institution Oriented
organizes well-established routines, is dependable and consistent in classroom
management.
WHAT EMOTION WOULD
YOU PROJECT FOR YOUR
TYPE?
Did you guess my personality type?
Blue
Green
Orange
Yellow
Strategies: Ability to listen & reason You said
WHAT???
More on the negative emotions and conflict resolution online: Crisis Management Webinar
The Slides of Emotion
• <> • <>
Viewer 1 Viewer 2 Viewer 3 Bad Day OK Day Lovely Day
Senses emotions attention
+emotions learn
remember. functional meaningful
Repetition
Novelty
Emotion
neuronal development
- emotions no
Student Success
emotional
Attention & Retention
Click’n’Go generation (- or + emotion)
My friend’s blog:
Massaro Shoes
Emotion= energy in motion
Emotional
understanding
High quality
emotional
skills
Trust
Students’ Emotions Online
ρ = 0.42, p <0.01
ρ = 0.40, p < 0.05 ρ = 0.46, p < 0.01
La Ganza’s (2002, 2004) Model
The Dynamic Interrelational Space (DIS) Model (La Ganza, 2004)
Q2 Q1
Q3 Q4
Critical in mind boundary
T - T +
L +
L -
Self-guided
Facilitated
STRATEGIES
Understand that DL is a VERY emotional context
Take responsibility for your own emotions (DL is a transparent environment)
First impression and presence
Use the advantages of DL to raise student emotion (remind them right away of these pluses)
Use emotions for attention and retention
Switch your role– more to affective communication than ACADEMIC!!!
Be a compassionate observer
Be willing to help
Be caring
Be genuine– interest, feelings, passion for teaching,
Develop rapport w/ students
Deal with the tension-> openly tell your students it is ok
Maintain “critical in-mind boundary”
Resources
IMAGES:
Flicker @ www.flickr .com
CONTENT
Argyle, M. and J. Dean. 1965. Eye-contact, distance and affiliation. Sociometry, 28: 289- 304.
Averill, J. 1980. A constructionist view of emotion. In Emotion, Theory, Research, and Experience Theories of Emotion (1) eds. F. Plutchik and H. Kellerman, 305-337.
Academic Press: New York.
Bloom, B. S. ed. 1956. Taxonomy of educational objectives: Book 1, Cognitive domain. New York: Longman.
Damasio, A. 1999. Feeling of what happens: Body and emotion in the making of consciousness. New York: Harcourt, Inc.
Davidson, R.J. and A. Harrington, eds. 2001. Visions of compassion: Western scientists and Tibetan Buddhists examine human nature. Oxford: Oxford Press.
Denzin, N. 1984. On understanding emotion. San Francisco: Jossey-Bass.
Dreyfus, G. 2002. Is compassion an emotion? A cross-cultural exploration of mental typologies. In Visions of compassion: Western scientists and Tibetan Buddhists
examine human nature. eds. R. Davidson and A. Harrington, 31-45. New York: Oxford University Press.
Falk, G. 2004. Moses, the son of Mendel. Retrieved February 16, 2004 http://www.jbuff.com/c020801.htm
Frijda, N . H., A. S. Manstead, and S. Bem. eds. 2000. Emotions and beliefs: How feelings influence thoughts. Boston, MA: Cambridge University Press
Gardner, H. 2003. Multiple intelligences after twenty years. Paper presented at the American Educational Research Association. Chicago, Illinois. Retrieve
http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf
Gardner, H. 1983. Frames of mind: The theory of multiple intelligences. Basic Books: New York.
La Ganza, W. (2001). Out of sight – not out of mind: Learner autonomy and interrelating online. Information Technology, Education and Society 2(2), 27–46.
La Ganza, W. (2004). Learner Autonomy in the Language Classroom. (Doctorate dissertation), Macquarie University, Australia.
La Ganza, W. (2008). Learner autonomy-teacher autonomy: Interrelating and the will to empower. In T. Lamb & H. Reinders (Eds.), Learner and teacher autonomy:
Concepts, realities, and responses (pp. 63-79). Philadelphia: John Benjamins.
(for complete DL bibliography, please contact me directly): [email protected]
Questions & Answers
Summary
In this webinar we learned:
- Why emotions have not been given appropriate attention in education
- Why emotions are important in an online environment
- How DL is different from FTF-> the switch from academic to emotional support
- How to use emotions to create effective online environment that promotes autonomy, reduces isolation, and establishes your presence online
Have a wonderful emotional teaching!
PLEASE SHARE YOUR FEEDBACK!
You can share your feedback with me:
Suggestions for future webinars
Connect with me:
Marina V. Kostina
Email: [email protected]
Linkedin: http://www.linkedin.com/in/marinakostina
Blog: http://www.effectiveonlineteaching.com
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