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  1. “Will I Ever Connect with the Students?”: Online Teaching and the Pedagogy of Care.Catherine Adams & Ellen Rose - 2014 - Phenomenology and Practice 8 (1):5-16.
    Since Noddings 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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  2. What’s in a Name?: The Experience of the Other in Online Classrooms.Cathy Adams - 2014 - Phenomenology and Practice 8 (1):51-67.
    Educational research has explored the potentials and problems inherent in student anonymity and pseudonymity in virtual learning environments. But few studies have attended to onymity, that is, the use of ones own and others given names in online courses. In part, this lack of attention is due to the taken-for-granted nature of using our names in everyday, “face-to-face” classrooms as well as in online learning situations. This research explores the experiential significance of student names in online classrooms. Specifically, the paper (...)
     
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  3. Telepresence and Tele-Absence: A Phenomenology of the Visible Alien Online.Norm Friesen - 2014 - Phenomenology and Practice 8 (1):17-31.
    Proliferating media forms, from tablets to Twitter, are changing communicative practice, delimiting new experiential horizons, and thus providing phenomenological research with novel variations on the experience of self and other. Videoconferencing via Skype or FaceTime offers prominent examples of these changing forms. Despite the use of these communication technologies in both educational contexts and everyday life, educational videoconferencing has been described in the research literature as “a hidden mode of delivery, employing invisible pedagogical techniques.” In this study I address this (...)
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  4. Bernhard Waldenfels’ Responsive Phenomenology of the Alien: An Introduction and Review.Norm Friesen - 2014 - Phenomenology and Practice 8 (1):68-77.
     
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  5. “Being Online” Special Issue - Editors’ Introduction.Norm Friesen & Stacey Irwin - 2014 - Phenomenology and Practice 8 (1):1-4.
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  6. Technology Help Seeking and Help Giving in an Intercultural Community of Student Life.Derek Tannis - 2014 - Phenomenology and Practice 8 (1):32-50.
    This paper presents a particular aspect of ‘being online’: the embodied, lived experience of interacting with digital devices and computer screens, involving seeking and giving help to learn and teach skills and abilities that are often taken for granted in our “wired world”. The article includes analysis and reflection on a phenomenological study involving international students who arrived at their Canadian post-secondary institutions with limited or no background using computers and the Internet. This exploration leads to an enriched perspective on (...)
     
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