Abstracts
Abstract
The COVID-19 pandemic necessitated a shift to online teaching and learning, prompting concerns about maintaining teacher and student presence in virtual classrooms. Holistic education, emphasizing love, care, and interconnectedness, faces challenges in the digital realm. Holistic educators explore online behaviours, environments, and tools fostering deep presence. Four post-secondary educators were interviewed, revealing a focus on managing emotions for a positive online atmosphere. They utilize positive mental states and contemplative rituals to compensate for the lack of physical presence. Instead of redefining presence, educators use online tools to uphold traditional notions, such as requiring visible cameras. Further research is needed to understand how holistic educators’ exposure to online technologies may impact contemplative ideas of presence.
Keywords:
- holistic education,
- presence,
- online teaching and learning,
- educational technology
Résumé
La pandémie de COVID-19 a nécessité un passage à l'enseignement en ligne, suscitant des préoccupations quant au maintien de la présence des enseignants et des étudiants dans les salles de classe virtuelles. L'éducation holistique, mettant l'accent sur l'amour, le soin et l'interconnexion, fait face à des défis dans le monde numérique. Les éducateurs holistiques explorent les comportements, les environnements et les outils en ligne favorisant une présence profonde. Quatre éducateurs du postsecondaire ont été interviewés, révélant une focalisation sur la gestion des émotions pour créer une atmosphère positive en ligne. Ils utilisent des états mentaux positifs et des rituels contemplatifs pour compenser l'absence de présence physique. Plutôt que de redéfinir la présence, les éducateurs utilisent des outils en ligne pour maintenir des notions traditionnelles, comme l’obligation d'être visible à la caméra. Des recherches supplémentaires sont nécessaires pour comprendre comment l'exposition des éducateurs holistiques aux technologies en ligne peut influencer les conceptions contemplatives de la présence.
Mots-clés :
- éducation holistique,
- présence,
- enseignement et apprentissage en ligne,
- technologie éducative
Appendices
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