AB+-+Sinclair+(2009)


 * **Reference: ** || Sinclair, A. (2009). Provocative pedagogies in e-learning: Making the invisible visible. //International Journal of Teaching and Learning in Higher Education, 21//(2), 197-209. Retrieved from ERIC Database. (EJ899306) ||
 * **Author's: ** || Sinclair, A. ||
 * **Title:** || Provocative pedagogies in e-learning: Making the invisible visible. ||
 * **Year:** || 2009 ||
 * **Journal: ** || //International Journal of Teaching and Learning in Higher Education // ||
 * **Retrieval Information**: || Retrieved from ERIC Database. (EJ899306) ||
 * **Bibliography**: ||  ||
 * This qualitative descriptive case study describes and explains the process of a course called ‘ Reflective practice for teachers ’ ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 198 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The authors identify some key characteristics of being online including having an emphasis “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">on distributed learning whereby control of the learning is distributed among the community <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 197 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) instead of a single expert, and that for the students the process is less hierarchical with “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">more emphasis on self-regulation and participation <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 197 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). This paper studies a course based on the notion that true learning is brought about through cognitive dissonance that results in reflection and new shared knowledge. This pedagogy of difficulty says that “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">teaching and learning are complex, tentative, and difficult” sometimes “the need for right answers <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 201 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) suppresses the benefit of critical analysis “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">where ideas are examined from multiple perspectives <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 201 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Engle and Conant (2002) suggests that students who are instructed to engage in knowledge building discussions learn to develop and justify an argument and will find increasingly sophisticated ways of disagreeing with others. The authors found that role-playing by learners of situations they would not normally be placed in led to “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">a deeper understanding and interpretation of human behavior and meanings <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 202 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and that the written, asynchronous nature of this class “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">enabled [learners] to give deeper consideration and responses <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 202 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). By emphasizing the learner as a part of a community this allowed the learners a voice and to feel valued with greater emphasis “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">on the learning process and learning experiences <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 204 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) rather than the instructor/expert as provider of knowledge. Online teaching has been found to “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">promote higher order thinking, reflection, and rigorous intellectual challenges leading to more equality between learners and teachers <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 204 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * * Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive engagement: Explaining and emergent argument in a community of learners classroom. //Cognition and Instruction, 20//(4), 399-483. ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Retrieval Information**: || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Retrieved from ERIC Database. (EJ899306) ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This qualitative descriptive case study describes and explains the process of a course called ‘ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Reflective practice for teachers <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">’ ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 198 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The authors identify some key characteristics of being online including having an emphasis “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">on distributed learning whereby control of the learning is distributed among the community <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 197 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) instead of a single expert, and that for the students the process is less hierarchical with “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">more emphasis on self-regulation and participation <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 197 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). This paper studies a course based on the notion that true learning is brought about through cognitive dissonance that results in reflection and new shared knowledge. This pedagogy of difficulty says that “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">teaching and learning are complex, tentative, and difficult” sometimes “the need for right answers <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 201 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) suppresses the benefit of critical analysis “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">where ideas are examined from multiple perspectives <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 201 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Engle and Conant (2002) suggests that students who are instructed to engage in knowledge building discussions learn to develop and justify an argument and will find increasingly sophisticated ways of disagreeing with others. The authors found that role-playing by learners of situations they would not normally be placed in led to “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">a deeper understanding and interpretation of human behavior and meanings <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 202 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and that the written, asynchronous nature of this class “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">enabled [learners] to give deeper consideration and responses <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 202 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). By emphasizing the learner as a part of a community this allowed the learners a voice and to feel valued with greater emphasis “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">on the learning process and learning experiences <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 204 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) rather than the instructor/expert as provider of knowledge. Online teaching has been found to “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">promote higher order thinking, reflection, and rigorous intellectual challenges leading to more equality between learners and teachers <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 204 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * * Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive engagement: Explaining and emergent argument in a community of learners classroom. //Cognition and Instruction, 20//(4), 399-483. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * * Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive engagement: Explaining and emergent argument in a community of learners classroom. //Cognition and Instruction, 20//(4), 399-483. ||