scholarly journals Interactive and face-to-face communication:a perspective from philosophy of mind and language

Seminar.net ◽  
2006 ◽  
Vol 2 (2) ◽  
Author(s):  
Halvor Nordby
Keyword(s):  
Conceptual Framework ◽  
Philosophy Of Mind ◽  
Further Education ◽  
Philosophical Analysis ◽  
Interactive Communication ◽  
Face To Face ◽  
Successful Communication ◽  
Recent Philosophy ◽  
Similarities And Differences ◽  
Normative Dimension

The aim of this article is to derive fundamental communication conditions from central assumptions in recent philosophy of mind and language, and then use these conditions to clarify essential similarities and differences between face-to-face and interactive communication. The analyses are to a large extent made on the basis of participant observations and dialogues with students in a further education course for medical paramedics, but the conclusions should be of interest to anyone who has a pedagogical interest in understanding the nature of the two forms of communication. The arguments set out in the article have both a descriptive and a normative dimension. They are descriptive in the sense that they aim to give a philosophical analysis of successful communication; they are normative in the sense that they seek to understand how communication can be improved. The article concludes that the philosophical analysis presented constitutes a plausible conceptual framework for analyzing empirical phenomena related to face-to-face and interactive communication.

scholarly journals Developing Teaching Presence in Online Learning Through Shared Stakeholder Responsibility

2017 ◽  
pp. 151-177
Author(s):  
Carol Johnson ◽  
Noha Altowairiki
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Conceptual Framework ◽  
Online Teaching ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Extensive Literature ◽  
Online Instructors ◽  
Face To Face ◽  
Community Of Inquiry Framework

Transitioning from a face-to-face teaching environment to online teaching requires a shift in paradigm by stakeholders involved (i.e., instructors and students). This chapter provides an extensive literature review to help novice online instructors understand the nature of online teaching presence to help position their students towards more active participation. Premised on the Community of Inquiry framework (Garrison, Anderson & Archer, 2000) and constructivism, we highlight a conceptual framework of four iterative processes for developing online teaching presence: preparations for facilitation, designing the facilitation, implementing the facilitation, and assessing the facilitation. Based on this framework, strategies are articulated for overcoming the challenges of online learning through shared stakeholder responsibility.

scholarly journals Young people's transitions in London and temporal orientations of agency

2014 ◽  
Author(s):  
Kaori Kitagawa ◽  
Mabel Encinas
Keyword(s):  
Young People ◽  
Conceptual Framework ◽  
Further Education ◽  
Target Group ◽  
Labour Markets ◽  
Work Transitions ◽  
Modern Britain ◽  
The Future ◽  
Vocational Courses ◽  
Further Education Colleges

This article presents findings from the Changing Youth Labour Markets and Schools to Work Transitions in Modern Britain projects undertaken between 2009 and 2010. The projects examined young people's experiences and perceptions about study, work, and the future while going through transitions. The target group was young people on vocational courses at further education colleges in London aged between 18 and 24. This group is an under-researched cohort, who is neither NEET nor following 'tidy' pathways. We apply the conceptual framework of temporal orientations of agency, originally proposed by Emirbayer and Mische (1998). We discuss the interplay between young people's agency and the contexts in which they live.

Identifying the Differences Between Online and F2F Teaching

2014 ◽  
pp. 123-146
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Online Pedagogy ◽  
Online Classroom ◽  
Face To Face ◽  
Negative Stereotype ◽  
Distinct Area ◽  
Similarities And Differences ◽  
Area Of Study

Governing agencies and administrators of education have typically been operating under the impression that online teaching is Face-to-Face (F2F) teaching using computers. This belief is a negative stereotype of education that is continually disproven by instructors of both modes, students of both modes, and research into the similarities and differences. Traditional pedagogies have a longstanding role in the F2F classroom, which do not always transfer into the online classroom. Rather, online pedagogy should be considered as a distinct area of study that addresses the new and evolving pedagogies regarding technology and online learning. Specifically, this chapter identifies what the differences are between online and F2F education in order to demonstrate the unique and necessary distinction of online pedagogy from traditional pedagogies.

Teachers Conceptions and Approaches to Blended Learning

2018 ◽  
pp. 912-934
Author(s):  
Vicki Caravias
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Critical Review ◽  
Research Literature ◽  
Personality Types ◽  
Learning Needs ◽  
Face To Face ◽  
Online Technologies

This paper presents a critical review and synthesis of research literature in higher education exploring teachers' conceptions of blended learning and their approaches to both design and teaching. Definitions of blended learning and conceptual frameworks are considered first. Attention is given to Picciano's Blending with Purpose Multimodal framework. This paper builds upon previous research on blended learning and conceptual framework by Picciano by exploring how objectives from Picciano's framework affect teachers' approaches to both design and teaching in face-to-face and online settings. Research results suggest that teachers use multiple approaches including face-to-face methods and online technologies that address the learning needs of a variety of students from different generations, personality types and learning styles.

scholarly journals Engaging Creative Media Students’ Motivation: The Influence of Autonomy, Peer Relationships, and Opportunities in the Industry

2018 ◽  
Vol 8 (6) ◽  
pp. 1
Author(s):  
Jae Eun Oh ◽  
Jeffrey C. F. Ho ◽  
Chris Shaw ◽  
Justin Chan
Keyword(s):  
Conceptual Framework ◽  
Peer Relationships ◽  
Faculty Members ◽  
Teaching Approach ◽  
Peer Relationship ◽  
Face To Face ◽  
Industry Standard ◽  
Career Opportunities ◽  
Standard Quality ◽  
Creative Media

Motivating students in creative media courses can be a challenge due to the demand for creativity which is hard to betaught. Hence, motivation needs to be re-identified and re-addressed for the creative disciplines. Conventionally,creative media courses adopt the studio-based learning, and with this unique dynamic teaching approach, students arerequired to have face-to-face tutorial sessions with their tutors on a regular basis, as well as participate in groupprojects and produce creative artefacts of industry standard quality. In this paper, we investigate the criticalmotivators for creative media students and identify those factors throughout the study. The study aims to examinehow crucial and influential the autonomy, peer relationship and the future career opportunities for students’motivation. Research includes a survey with questions based on a conceptual framework adopted fromself-determination theory. The results suggest that autonomy, peer relationships and the opportunity for future careersare the primary motivators for students in the programme. The implications of the findings are discussed, andrecommendations are provided to faculty members in the creative programmes.

scholarly journals Evaluation information within the culture of social and humanities research

2020 ◽  
pp. 19-28
Author(s):  
Valerii Valerievich Sutuzhko
Keyword(s):  
Conceptual Framework ◽  
Social Relations ◽  
Social Life ◽  
Government Regulation ◽  
Philosophical Analysis ◽  
Philosophical Study ◽  
Research Use ◽  
Practical Activity ◽  
The Subject ◽  
Evaluation Information

  The modern social and humanities research use evaluation information, therefore the key task of the scientific-methodological culture of a researchers is to philosophically substantiate the veracity of research results of the object (conducted by the subject), which represents evaluation information on properties of the objects. This determines the undeniable relevance of this work. The subject of philosophical study is the evaluation-value problematic. The goal consists in formation of socio-philosophical representation on the problems of application of evaluation information in the culture of social and humanities research. The scientific novelty consists in philosophical analysis of the evaluation-value problems within the culture of social and humanities cognition. The objectivity of cognition is to subjectively (this is the only way) reveal all properties of the object. Moreover, in not only actual science, but also social life, objectivity is defined subjectively by the means of evaluation. The ideas contained in this article may become the conceptual framework for social and humanities theories, as well as practical activity of the institutions of government regulation of social relations.  

scholarly journals The Oxford Handbook of Reasons and Normativity

2018 ◽  
Keyword(s):  
Philosophy Of Mind ◽  
Philosophy Of Language ◽  
Wide Range ◽  
Recent Philosophy ◽  
Recent Developments ◽  
Selection Of ◽  
Do So

The Oxford Handbook of Reasons and Normativity contains forty-four commissioned chapters on a wide range of topics. It will appeal especially to readers with an interest in ethics or epistemology, but also to those with an interest in philosophy of mind or philosophy of language. Both students and academics will benefit from the fact that the Handbook combines helpful overviews with innovative contributions to current debates. A diverse selection of substantive positions are defended by leading proponents of the views in question. Few concepts have received as much attention in recent philosophy as the concept of a reason. This is the first edited collection to provide broad coverage of the study of reasons and normativity across multiple philosophical subfields. In addition to focusing on reasons as part of the study of ethics and as part of the study of epistemology (as well as focusing on reasons as part of the study of the philosophy of language and as part of the study of the philosophy of mind), the Handbook covers recent developments concerning the nature of normativity in general. A number of the contributions to the Handbook explicitly address such “metanormative” issues, bridging subfields as they do so.

scholarly journals Conceptualizing National Family Policies: A Capabilities Approach

2020 ◽  
pp. 141-167
Author(s):  
Jana Javornik ◽  
Mara A. Yerkes
Keyword(s):  
Conceptual Framework ◽  
Family Policy ◽  
Policy Research ◽  
Capabilities Approach ◽  
Family Policies ◽  
Policy Area ◽  
Theoretical Understanding ◽  
National Family ◽  
Similarities And Differences ◽  
Work Family

AbstractComparative family policy research has advanced significantly in recent years. The growing availability of more and better data have improved our understanding of cross-national similarities and differences in family policies, as well as how they shape the lives of different families. Despite these advancements, comparative family policy research continues to face difficulties. The multifaceted nature of family policies makes cross-country comparisons complex. Conceptualizing our theoretical understanding of which policy aspects matter and why as well as operationalizing them into measurable indicators, often remains problematic for comparative analyses. Using examples of British and Swedish policies on childcare, a policy area particularly prone to conceptual challenges, we discuss the difficulties involved in conceptualizing family policies in comparative research. We argue that taking a capabilities approach provides a useful way forward in the field and show how such a conceptual framework allows us to more meaningfully analyze both work-family policies and their outcomes.

scholarly journals Co-creating communities: Fandoms in tourism spaces

2021 ◽  
Author(s):  
Ina Reichenberger ◽  
Karen Smith
Keyword(s):  
Popular Culture ◽  
Conceptual Framework ◽  
Sense Of Community ◽  
Sense Of Belonging ◽  
Community Building ◽  
Face To Face ◽  
Empirical Verification ◽  
Common Interests ◽  
Inherent Part

© The Author(s) 2019. Fandoms as expressions of popular culture are characterized by common interests and a sense of belonging and community. Creating and participating in communities is an inherent part of fandom, with tourism providing spaces for this community building to occur face to face. Overlaps between tourism and fandoms have been identified in popular culture (e.g. film tourism contexts); previous research, however, is characterized by disciplinary fragmentation and ambiguous transferability. This article introduces a conceptual framework of fan-based community co-creation, taking into account different intensities of fan involvement as well as factors that contribute to a psychologically perceived sense of community. The framework’s applicability to on-site tourism activities and fan-based events is illustrated, and recommendations for its empirical verification are provided.

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