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I find that it is more difficult to work with emotions in teaching when teaching online. Not that students are less prone to emotions, however, it is not so much a shared experience as reactions to others.
In art history we often talk about, and analyze, emotions when teaching since it is part of understanding visual material.

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Interesting - I think many of the points made in the video, about the role of emotion in learning (engaging students, giving them a sense of relaxed confidence in the classroom etc) are things we often see in what we experience as "good teachers". This is a way to formalise and highlight the importance of those "soft" skills.

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Important issues to be taken into consideration when, as a teacher, trying to achieve learning among students. Not only teaching, because teaching is not important, but learning must be in the focus. But, how to handle negative emotions which inevitably rise when a group of people come together and try to work collaboratively?

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Teaching and learning process is full of emotions that interfere with the success of students and teachers. I realize that there is still a gap regarding the formation of sensitive teachers to stimulate intelligence / emotional skills, because there is still a stigma and silence about the emotional dimension in corporate / educational environments. This requires changes in educational culture, since emotions are inherent in human beings and a transformative education system needs to effectively see, value and engage emotional aspects in pedagogical processes .

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As a student I was more motivated when my teacher was enthusiastic and convinced about the subjects taught.

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As a student I was more motivated when my teacher was enthusiastic and convinced about the subjects taught.

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Many thanks for this. I am so pleased to see that affect and emotion play an important role in this discussion as well. I feel that these aspects have been neglected and seen as something secondary for far too long. I do wonder though whether it is really always possible to know what the students' emotions are. It seems quite easy to implement a meta level and encourage students to engage with these thoughts. It also seems quite simple to self-reflect and ensure that I am expressing my emotional involvement in an appropriate manner. What seems much more difficult is to know if it is working? Are the students' emotions taken in? Am I reading them correctly?

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Thank you for the video lecture and for this very important topic! Emotions are as you said always present when a human has an experience and emotions are highly linked to learning. But even so I find that this topic is neglected in many ways and not taken in to consideration when doing course design in general. It is a challenging topic and even more so when we talk about online learning.
As some others already mentioned and Marti your research showed that there are geographical differences in how we as teachers attend to our students emotions. But how about other "cultural" differences, like age, background, level of skills and different disciplines? If we have a group of students that are very diverse how to take that in to consideration and how to create an online environment where everybody feels safe to express their emotion? Very interesting topic as I said and looking forward to the webinar later today!

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This came to mind. In my field of musicology Huron (2006) has presented the ITPRA Theory of Expectation. A pre-outcome phase of imaination and tension response turn to the post-outcome phase of prediction, reaction and appraisal response. Experiences, affects and emotions in a beautiful blend. Maybe such cycle of anticipation can inspire in course design as well as assignment design!? How do we design to build imagination and tension for the student to want to step into the unknown?  What kind of reactions and appraisals can we hande, and have methods to give feedback on?

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I agree that emotions do play an integral role in making education meaningful. I struggle to think of how to bring it to consciousness of students and/or teachers for that matter. Never mind getting to be a role model. I do not mean to be negative about it.

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The Community of Inquiry - What is it really about? 

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The Community of Inquiry - What is it really about? 

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Marti Cleveland-Innes

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I feel it natural that emotions are present even online. I also understand that it is not something that might feel as a natural part, when thinking about online environments, for all. Digital literacy in my mind...

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I think negative emotions or frustration might be fruitful IF you also have a profound interest and motivation of the content ! It could trigger you to decide that I shall overcome, learn the bitter and not give up! With time, it usually becomes easier and your self-esteem rise !
The collaboration group is important for support, socializing and guide you and make you feel like an important peace of puzzle.
If many of these parts are missing- you're probably out..
Emotions can also spread to the others in the group- pos and neg.. but I think generally, it's nice if you can feel free to show your feelings/emotions in the group, it's human!
As Anya said- as a teacher/facilitator, show a little bit of your emotions for the students and they will feel more free to show their! Make the students feel "seen" .

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Thank you very much for the successful short introduction. The importance of emotions (and, if necessary, the regulation of emotions) for learning processes is well known.
Exciting for me would actually be what was mentioned in the literature recommendations on one of the last slides: How can I create "presence" in online spaces?
At least the answer has two dimensions: A technical one (how do I build a course and what tools do I use?) and a personal one (how do I give feedback, how do I motivate, what roles does a tutor play, etc.).
For these questions i would have wished direct answers... after all it's Christmas soon :)

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I am really surprised and happy to find such an in-depth discussion on emotional presence in a course on online learning environments. Often universities turn to distance learning in order to simply the teaching and cut costs. Emotions are not taken into consideration as significant to the learning motivation of the students. In my own teaching practice however, I keep experiencing, similar to Martha Cleveland-Innes' arguments, that feelings in the classroom are extremely important for the involvement of the students and their drive to learn and investigate further.

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Thank you Marti for this really inspiring video! I really appreciated the notion that we could and should try to explain and make our students conscious about their emotions and that it's ok to have all those different kinds of emotions during (online) learning.

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Thank you for the video. Emotions cannot be separated from teaching or learning - I agree with this. I wonder, like Anya for example does in a note on this Padlet, how to tackle negative emotions in an online environment.

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Listening to this video and learning more about the  connections that emotion and learning validates the experiences that I've had as a teacher (and student) so closely! I hope to learn more about how to let students know that our learning environment is a safe space for emotion and that emotion has a place in learning.

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I enjoyed this research-based approach to emotions in learning, including online learning, because it goes without saying that we can never separate our emotions from anything we do! Even if we consciously or unconsciously repress our emotions, those emotions will have a direct influence on our educational experience.

And as the video intro suggested, we teachers also need to model expressing emotion to our students as well as show that we are willing to receive theirs, even the negative ones. In my own experience, I have usually instinctively told my students if I'm feeling a little off or tired (or even if I'm experiencing a hot flash if they can see my flushed face :) ), so that they'll know that my teaching presence is not divorced from natural human emotions that might directly or indirectly colour my own communication (hence, teaching, cognitive and social presence). My students are often ready to let me know when they are happy or not, and it has made teaching all the more richer. But I would like to learn more about is how to negotiate and navigate the expression of negative emotions in an online environment, such as frustration, feeling belittled or ignored, personality conflicts and so on. And I mean particularly if it stalls or sidelines the learning process and colours future online interaction during the course in which it happens as well as potentially future events.

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How do we emotionally involve them?

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Life is full of emotions, also during the learning process. It is probably a good idea to prepare students, via  e.g.discussions, of the potential roller-coaster that is awaiting - and give them confidence that it will be possible to get through. From my own experience, I think a little frustration may make you innovative, you may find the way to a solution in an alternative way maybe. Positive flow is always good of course. But if you get stuck in a negative circle, it may be difficult to break, particularly if stress (negative) is involved. Then support is important. Will be interesting to hear more on this and all peoples experiences.

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Making students more emotionally involved in a course, will this engage them more?

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Yes, totally agree with the message of this intro video: emotions play a huge role in learning!
A good question, Anna-Karin! Could this strategy help:
Create a separate 'feelings/ emotions' forum for social/ informal discussion of the course where everyone is free (of course in a civilized manner, according the netiquette agreed upon together) to express how they are doing.  I have also used online questionnaires to directly ask about my students' well-being on the course (anonymous, confidential and voluntary), which helped me to serve them better and further develop the course.

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Thank you for the presentation, I enjoyed it very much. I especially liked to hear about your studies of instructors from southern Europe and Northern America where you found that in general, North Americans were less likely to attend to their students' emotion than European instructors. Why is that so? Is it a cultural aspect? It would be interesting to hear if you have more data of other parts of the world as well. What about teachers in Australia, South Africa, and India? Your research also makes me curious about the student perspective in an international setting. Are South European students more prone to express feelings in an educational setting compared with North Americans? I am also wondering if you have previous experience regarding how one should deal with a student group that are diverse (different nationalities and different parts of the world), regarding the emotional aspects? Lessons learned that you would like to share with us during the webinar? Again, thank you for sharing your research.

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Thank you for an interesting lecture. Emotions are important for learning as for most parts of life. It may be extra challanging to consider emotions in online teaching, since it may be more difficult to recognize other people's emotions when not meeting them in person. What strategies may work for this?

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The video was very interesting and many important points about emotions  were highlighted which I was not really aware off.

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This is absolutely true, Research states that change in emotion are only seen when the behaviour are observable.

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Shakespeare's plays demand an emotional response. When taking a rational approach to studying and learning about them, the point of the plays can be missed and not appreciated.  The video was fascinating and has got me thinking about the learning I develop. The best of it involves the learners emotionally as well as intellectually. I need to be more conscious about including a range of emotions and feeling through affects in the work I develop.

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Quite essential statement for this whole theme:
Brain research has confirmed emotions are linked to learning!

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I like the distinction that is made between Emotion, Affect and Feeling. Also what stood out for me is the suggestion that emotion is present, even online...and we need to be aware of that.

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Emotions drive most of our decisions in life...

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Emotions drive most of our decisions in life...

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But we are trained to control our emotions (from very early life) and become somehow more "rationale"

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Emotion is crucial to the learning process.  How does one effectively manage the emotion aspect.
The teaching presence in the slides were an interesting dimension.

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Is negative emotion always negative to learning?

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Thank you for this presentation, it is interesting to remember how emotions are important to consider in teaching activities and from learners' perspective. My question is, to what extent university professors should be focusing on the role of emotions in learning in higher education? I do not mean to say we should not care, but to what extent should we focus on this and to what extent it should be the students' own responsibility to make sure they are in a good emotional state for learning (e.g. excitement, passion, etc.). Thank you!

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Presentation slides ONL 2019 Emotional Presence in the CoI

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Emotional presence in Teaching and Learning

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Emotional presence in Teaching and Learning

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Videopresentaton - Marti Cleveland-Innes

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Open Network Learning Emotional Presence_7

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On this Padlet we would like to gather your reflections and questions about emotion and learning, emotional presence and possiblt other questions about the Community of Inquiry framework (CoI)

FIRST watch the Introductory video from Marti Cleveland-Innes

THEN write a post with reflections and/or questions from watching Marti´s presentation. You can also comment on each other´s posts.

To learn more about the CoI framework you can also view Marti´s slides on Teaching presence and recommended readings on the topic 4 page

Your comments and questions will be used as a basis for discussion at webinar on 26 November 16.00-17.00 (CET)