{"title":"我能和学生们建立联系吗?”在线教学与关怀教学法","authors":"Catherine Adams, E. Rose","doi":"10.7939/R3CJ8803K","DOIUrl":null,"url":null,"abstract":"Since Noddings (1984/2003) first made a case for acknowledging care as a core element and value in pedagogical relationships, research on care in classrooms has flourished. While research confirms the importance of a supportive environment for the success of the online student, we know little about how online instructors’ experience care—for their students and for themselves. This paper offers a phenomenological exploration of care as it is experienced in online postsecondary instructors’ interactions and relations with their students.","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"11 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2014-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"30","resultStr":"{\"title\":\"Will I ever connect with the students?” Online Teaching and the Pedagogy of Care\",\"authors\":\"Catherine Adams, E. Rose\",\"doi\":\"10.7939/R3CJ8803K\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Since Noddings (1984/2003) first made a case for acknowledging care as a core element and value in pedagogical relationships, research on care in classrooms has flourished. While research confirms the importance of a supportive environment for the success of the online student, we know little about how online instructors’ experience care—for their students and for themselves. This paper offers a phenomenological exploration of care as it is experienced in online postsecondary instructors’ interactions and relations with their students.\",\"PeriodicalId\":217543,\"journal\":{\"name\":\"Phenomenology and Practice\",\"volume\":\"11 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2014-06-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"30\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Phenomenology and Practice\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.7939/R3CJ8803K\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Phenomenology and Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7939/R3CJ8803K","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Will I ever connect with the students?” Online Teaching and the Pedagogy of Care
Since Noddings (1984/2003) first made a case for acknowledging care as a core element and value in pedagogical relationships, research on care in classrooms has flourished. While research confirms the importance of a supportive environment for the success of the online student, we know little about how online instructors’ experience care—for their students and for themselves. This paper offers a phenomenological exploration of care as it is experienced in online postsecondary instructors’ interactions and relations with their students.
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