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SOC 490 - Week 3 - DQ 2 - Psychological Reflections on Online Academic Dynamics.doc

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SOC 490 - Week 3 - DQ 2 - Psychological Reflections on Online Academic Dynamics.doc PRG211

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SOC 490 - Week 3 - DQ 2 - Psychological Reflections on Online Academic Dynamics.doc
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This 0 page Study Guide was uploaded by Topseller Notetaker on Friday November 13, 2015. The Study Guide belongs to PRG211 at Ashford University taught by in Fall 2015. Since its upload, it has received 27 views. For similar materials see in Computer Programming at Ashford University.

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Date Created: 11/13/15
SOC 490 Week 3 D0 2 Psychological Re ections on Online Academic Dynamics Having studied group and individual psychological theories as a follow up to this week s rst discussion analyze your online academic experience from one of the perspectives found in social psychology What group behaviors beliefs and interactions in uenced your own psychological states and behaviors in the classroom when you began in online education How did you initially respond to those behaviors Has your response changed over time If so how have you changed If not how have you maintained consistency After analyzing your own psychological and behavioral response to others please also answer the following two questions aWhat is your least favorite social or individual behavior or perspective that you see your fellow students display in the online classroom and why is it your least favorite bWhat is the best form of social or individual behavior or psychological perspective that you see your fellow students display in the online classroom and why is it the best Response I think my online academic experience is similar to the social internationalist theory and perhaps a bit of the con ict theory My rst online experience was with another university and as l was learning l was basically observing the classroom the introductions of classmates their responses to discussion questions the level of involvement and considering responses from the individual perspective of my classmates As I became more familiar with the online learning environment and platform I became frustrated with the inefficiency of discussion posts sentence grammar and structure and the lack of basic English and writing skills This led me to research other online universities offering degrees with a more challenging social surrounding This was the rst time I found myself experiencing the con ict perspective The con ict perspective focuses on the struggles of power class and in this instance education Many classmates were struggling because of lack of English andor education and the differing backgrounds as related to class and ethnicity My least favorite social or individual behavior in the classroom is the functionalist perspective Structural functionalists view socialization as one where values and norms of society are agreed upon by all the members of society keeping society stable and balanced This view is a lifelong process inheriting and disseminating norms customs and ideologies so the individual can participate in his or her society In the online learning platform the functionalist would be subjective and unopened to any ideologies other than their own Classmates in the online forum are from various cultures and ethnic groups A student with the functionalist perspective will inhibit his or her education and quite possible create con ict among other students The best perspective displayed in the classroom forum is the social presence perspective While researching for this DQ my rst reply was the cognitive perspective focusing on the mental process of memory thinking and problem solving The perspective relates to other disciplines of neuroscience philosophy and linguists Feldman 2010 Researching a bit further I came across the social presence perspective of Garrison Anderson and Archer 2000 This concept has been explored in relation to the quality of the online learning experience and includes social presence cognitive presence and teaching presence Critical thinking is an essential element and in this model refers to participants in a community of inquiry and the ability to construct sustained communication The teaching presence provides expertise in the subject matter and active learning Cobb 2009 Social presence is explained as quotthe ability of participants in the community of inquiry to project their personal characteristics into the community thereby presenting themselves to others as real peoplequot Garrison eta p89This model was developed for use as a conceptual framework in computermediated communication of higher education Cobb 2009 Integrating the cognitive perspective with social presence as well as the teaching presence is crucial to provide a positive online learning experience Discussions with classmates responses and the personal input from teachers are instrumental in the success of the student and class References Cobb S 2009 Social presence and online learning a current view from a research perspective Journal of Interactive Online Learning 83 Retrieved from httpwwwncolrorgjiolissuespdf834pdf Feldman R 2010 Understanding psychology 9th ed Boston MA McGraw Hill Garrison D R Anderson T amp Archer W 2000 Critical inquiry in a text based environment Computer conferencing in higher education The Internet and Higher Education 223 87105 as cited in Cobb S 2009 Social presence and online learning a current view from a research perspective Journal of Interactive Online Learning 83 Retrieved from httpwwwncolrorgjiolissuespdf834pdf


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