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首页> 外文期刊>International journal on E-learning >Developing Reflective Self-Awareness in Online Undergraduate Courses
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Developing Reflective Self-Awareness in Online Undergraduate Courses

机译：在线本科课程中发展反思自我意识

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摘要

Many instructors question the move to online teaching and learning and it is often met with resistance as they fear that on-line learning will be more structurally didactic. In particular, one of the major concerns is that the value of face-to-face discussions will be lost. This is a core concern for courses that require the development of self-awareness as part of the curricula, such as courses in ethnic studies, social work, counseling, nursing, educational leadership, and business programs. Using a constructed knowledge perspective, our paper introduces online activities that allow students to engage with material to develop greater self-awareness and to learn how to empathize with people who are different from themselves. We describe three categories of activities to produce self-awareness in an online undergraduate course; 1) self-awareness activities, 2) experiential assignments, and 3) online synchronous dialogue sessions. These activities scaffold learning to build students' skills and processes for cumulative, continual and advanced learning and self-awareness. Engaging in stream-of-consciousness writing allows students unrestricted exploration of who they are (e.g., identities, perspectives) and processes (e.g., intersectionality, privilege) by which they engage as individuals and in relation to other students and other groups. For each activity, we address the underlying conceptual premises and subsequent learning objectives to advance student self-awareness as well as provide the specific practical elements of each activity for instructors' future use in online undergraduate courses.
机译：许多教师质疑在线教学和学习的举动，并且经常遇到阻力，因为他们担心在线学习将更加结构地教学。特别是，主要问题之一是面对面讨论的价值将会丢失。这是对需要发展自我意识的课程的核心问题，例如课程的一部分，例如种族研究，社会工作，咨询，护理，教育领导和商业计划的课程。使用构建的知识视角，我们的论文介绍了在线活动，让学生与材料互动以发展更大的自我意识，并学习如何同情与自己不同的人同情。我们描述了三类活动，在线本科课程中产生自我意识; 1）自我意识活动，2）体验分配，以及3）在线同步对话会话。这些活动脚手架学习建立学生的技能和流程，累积，持续和高级学习和自我意识。从事意识溪流的写作允许学生不受限制地探索他们（例如身份，观点）和流程（例如，交叉，特权），它们与个人和其他学生和其他群体有关。对于每项活动，我们解决了潜在的概念场所，随后的学习目标推进学生的自我意识，并为教练在在线本科课程中使用的每个活动提供特定的实际要素。

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