Title

Can You Hear Us Now? Stances Towards Interaction And Rapport

Abstract

This chapter examines two key factors that influence the efficacy of online learning: student and teacher interaction and rapport. These two factors are heavily influenced by the stance that the learner takes. Online learning is opening up more possibilities for lifelong learning. This chapter will provide a critical discussion of online education, the theories that ground this delivery system, and the challenges that one university faculty had in creating a community of learners in a technologymediated learning environment."Let's put our Reading Masters courses online," the Dean suggested. "We need to move our graduate course offerings into the twentyfirst century. Can't be left behind." She left the six of us in the conference room to talk over her proposal. But what was there to discuss? The answer was "No." It just wasn't possible. We'd lose that personal connection with our students that our university is known for. We'd lose those rousing discussions and meaningful interactions. Why, the students wouldn't even see each other, let alone see us. How could we encourage lifelong learning when we weren't even sold on the idea? The whole idea was impractical, unworkable, and inconceivable. Putting our courses online? Out of the question! That was four years ago. Since then there have been a few changes in our attitudes toward online teaching and learning. We now have face-to-face courses and an online Master of Education in Reading program, both identical in content and rigor-and both reflecting our pedagogical beliefs in the importance of the affective factors in creating a community of learners. This chapter shares our observations and new understandings as we examined the reactions and interactions of our students in our online courses. © 2007, Idea Group Inc.

Publication Date

12-1-2007

Publication Title

Online Education for Lifelong Learning

Number of Pages

29-50

Document Type

Article; Book Chapter

Personal Identifier

scopus

DOI Link

https://doi.org/10.4018/978-1-59904-319-7.ch002

Socpus ID

84893590713 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84893590713

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