Coming across a topic like anxiety within online learning means is quite interesting from. I stand now in the grey area of being a teacher and a master student myself. Doing my master online about online leaning is quite convenient. So, is there experience anxiety free? No, according to (Hurd, 2007).
This paper touched me on a soft spot as it tackled some of my personal anxieties while learning online. Maybe learning online allows less confidant individuals to flourish under this illusion of invisibility and anonymously(Roed, 2003). However, some learners how have no problems with face to face learning suffer in online environments from things such as the need for immediate feedback and the inability to determine one's level within his peers (Hurd, 2007). I personally fit perfectly in the later scenario. I use and grow form criticism; I need to know that I am on track. Another missing factor in online environments is the use of peers for learning, competing and general mutual growth. when the teacher is in the centre of the communication, there is no chance for peer word. This eliminates higher chances of the not threatening potential of learning from peers. Also, direct competition that triggers some of the learners is absent. Therefore, learning can emerge is an isolated battle.
This should not make us eliminate online learning because it does have its plenty of ups as well as the downs. Talking from personal experience, I would not be a student at Nottingham University while being in Jeddah and working from eight to four everyday if not for digital environments.
Hurd's study sheds the light on the anxiety triggers with these environments. As educators, it is our job to keep those in mind while designing a course to try and create a less tense environment. My personal solutions to the tw problems mentioned previously are the following,
As for the lack of instant feedback, teachers and students can schedule frequent one to one feedback and sort of stay in track sessions. Students can prepare the they questions they have, all the papers they doubt and have them discussed. Teachers also will experience a more rewarding teaching experience as they make sure things are progress according to the plan.
When it comes to the peer learning, some activities should encourage peer work such as brainstorming sessions and giving each others feedback. Teachers can create learning partners and change them every week or so.
References:
Hurd, Stella. "Anxiety and Non-anxiety in a Distance Language Learning Environment: The Distance Factor as a Modifying Influence." System: 487-508. Print.
Roed, Jannie. "Language Learner Behaviour in a Virtual Environment." Computer Assisted Language Learning (2003): 155-72. Print.
This paper touched me on a soft spot as it tackled some of my personal anxieties while learning online. Maybe learning online allows less confidant individuals to flourish under this illusion of invisibility and anonymously(Roed, 2003). However, some learners how have no problems with face to face learning suffer in online environments from things such as the need for immediate feedback and the inability to determine one's level within his peers (Hurd, 2007). I personally fit perfectly in the later scenario. I use and grow form criticism; I need to know that I am on track. Another missing factor in online environments is the use of peers for learning, competing and general mutual growth. when the teacher is in the centre of the communication, there is no chance for peer word. This eliminates higher chances of the not threatening potential of learning from peers. Also, direct competition that triggers some of the learners is absent. Therefore, learning can emerge is an isolated battle.
This should not make us eliminate online learning because it does have its plenty of ups as well as the downs. Talking from personal experience, I would not be a student at Nottingham University while being in Jeddah and working from eight to four everyday if not for digital environments.
Hurd's study sheds the light on the anxiety triggers with these environments. As educators, it is our job to keep those in mind while designing a course to try and create a less tense environment. My personal solutions to the tw problems mentioned previously are the following,
As for the lack of instant feedback, teachers and students can schedule frequent one to one feedback and sort of stay in track sessions. Students can prepare the they questions they have, all the papers they doubt and have them discussed. Teachers also will experience a more rewarding teaching experience as they make sure things are progress according to the plan.
When it comes to the peer learning, some activities should encourage peer work such as brainstorming sessions and giving each others feedback. Teachers can create learning partners and change them every week or so.
References:
Hurd, Stella. "Anxiety and Non-anxiety in a Distance Language Learning Environment: The Distance Factor as a Modifying Influence." System: 487-508. Print.
Roed, Jannie. "Language Learner Behaviour in a Virtual Environment." Computer Assisted Language Learning (2003): 155-72. Print.
No comments:
Post a Comment