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Learner “Mixed Embodiment” in Face-to-Face, Blended, and Fully Online Learning: An Exploratory and Applied Conceptual Work

Learner “Mixed Embodiment” in Face-to-Face, Blended, and Fully Online Learning: An Exploratory and Applied Conceptual Work

Shalin Hai-Jew
Copyright: © 2020 |Pages: 17
ISBN13: 9781799845164|ISBN10: 1799845168|EISBN13: 9781799845171
DOI: 10.4018/978-1-7998-4516-4.ch011
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MLA

Hai-Jew, Shalin. "Learner “Mixed Embodiment” in Face-to-Face, Blended, and Fully Online Learning: An Exploratory and Applied Conceptual Work." Building and Maintaining Adult Learning Advantage, edited by Shalin Hai-Jew, IGI Global, 2020, pp. 249-265. https://doi.org/10.4018/978-1-7998-4516-4.ch011

APA

Hai-Jew, S. (2020). Learner “Mixed Embodiment” in Face-to-Face, Blended, and Fully Online Learning: An Exploratory and Applied Conceptual Work. In S. Hai-Jew (Ed.), Building and Maintaining Adult Learning Advantage (pp. 249-265). IGI Global. https://doi.org/10.4018/978-1-7998-4516-4.ch011

Chicago

Hai-Jew, Shalin. "Learner “Mixed Embodiment” in Face-to-Face, Blended, and Fully Online Learning: An Exploratory and Applied Conceptual Work." In Building and Maintaining Adult Learning Advantage, edited by Shalin Hai-Jew, 249-265. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-4516-4.ch011

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Abstract

Is it accurate to suggest that face-to-face (F2F) learning involves learner “embodiment” (learners' physical presence) and fully online learning involves learner “disembodiment” (a lack of learner corporeality in the learning experience)? An exploration of the research suggests that the concepts of embodiment and disembodiment are not clearly defined and, further, that learners engage with “mixed embodiment” in all the contexts of F2F, blended, and fully online learning. There are not bright lines of embodiment and disembodiment in the separation between real and virtual spaces in learning. This work offers a basic definition of “mixed embodiment” and some early thoughts on the way the physical learner is engaged in online learning with a variety of factors: assignment types, social interactivity, group assignments, instructor interactivity, assignment sharing, self-representation creation, technological applications, and other factors. This work has implications on instructional and learning design for greater incorporation of learner embodiment in online learning.

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