Psychological Understanding of The Emerging Technological Drift

Psychological
Understanding of the
Emerging Technological
Dri7 & Surge of Online
Distance Learning
DARYL MALONZO, RPsy, RPm, CPHR

Dawn of the New Age
darylmalonzointeligente2020
Psychological Understanding of the Emerging
Technological Drift & Surge of Online Distance Learning
Primitive
Age Social shaping of
technology school:
Complex
Tools Era bidirec)onal rela)onship
Machine
between technology and
Era
society with each shaping
Digital Age
the other
Murphie and Potts (2003)
Technological Dri7 & Surge of Online Distance Learning
Psychology IN Psychology AND

technology: role of technology: the two
psychology to disciplines remain
determine which independent en66es,
types of technology coming together only
the human apparatus when they need each
can handle other.
It is generally believed Without

Reinforcement
that ease of use and
posiBve experiences are
two factors that will
make people adopt new
With
technology Reinforcement
Skinnerian Reinforcement in the Technology-Driven World

feel-good neurotransmitter—a This important

chemical that ferries neurochemical boosts
information between neurons.
mood, motivation,
The brain releases it when we
and attention, and helps
eat food that we crave,
contributing to feelings of regulate movement,
pleasure and satisfaction as learning, and emotional
part of the reward system. responses.
Dopamine and serotonin pathways in the human brain. Adapted from National
Institutes of Health, United States Department of Health and Human Services
(Kool & Agrawal, 2012, 2009)
The Dopaminergic Mind Hypothesis

A high dopamine personality is said to be typified by
the following: high intelligence, sense of personal
desDny, and a religious/cosmic preoccupaDon.
“high risk-taking and an obsession

with goal achievement”
(Previc, 2009; Raghanti et al., 2008)
Gestalt Psychology
Emergence: the whole is Reification: our minds

identified before the parts Emergence Reifica?on tend to fill in the gaps
(Sales)
Mul1stability: when something Invariance: stability of

looks unfamiliar, we tend to link Mul?stability Invariance percep>on despite changes
it to something more familiar in the sensory informa>on
(Unconscious Changes)
Gerhardstein, Tse, Dickerson, Hipp, and Moser (2012)

The Psychology of E-Learning
Learning Styles – Learning Motivation

E-learning is not only a learning system but
also as a psychological phenomenon – Yan,
et.al., (2003)
InformaAon Processing - Thinking
Forms of E-learning, such as virtual
learning, online learning, distance learning,
computer-assisted learning, and Web-based
Mechanisms - A@enAon
learning
Psychological Impact of
E-Learning
Yazdi & Zandkarimi (2013)

Their learning progress was assessed by
their teachers and parents through Tele
working every day for 4 months.
The results represented that e-learning in

present site with teachers Tele working
and parent’s virtual presence were more
effective than the control group. It
showed reduction on the test anxiety and
increased the achievement motivation
and academic achievement scores among
high school students.
Psychological impact of e-learning on social network sites:

online students’ attitudes and their satisfaction with life
(Vate-U-Lan, 2020)
The analysis found that students who had experience of

e-learning on social network sites also had a positive
score on the Life Satisfaction Scale.
There is a significant positive association between

attitudes towards e-learning and satisfaction with life
by females and males.
PSYCHOLOGICAL MYTHS
in e-Learning
Donald Clark (2014)
E-learning is not subtle enough to cope with different

E-learning is less effec.ve than
types of learner
tradi.onal methods of learning Any course will have a group of learners with varying degrees of
Learners learn more using computer-based experience, educa4onal background, personality types and
instruc4on than they do with conven4onal mo4va4ons to learn.
ways of teaching, as measured by higher
post-treatment test scores.
E-learning is not engaging
Whether it is e-learning, the classroom or any other form of delivery
E-learning takes the same .me it is clear that cogni4ve engagement is a necessary condi4on for
as tradi.onal methods of success in learning.
learning
When faced with learning the same things E-learning is too fragmented a learning experience
as learners using other approaches, Ebbinghaus found that the size of the learned material was
learners using computer- based instruc4on significant in recall. Short lists could sometimes be learnt in one
generally do so in less 4me. session, but the longer the list, the more often it had to be practiced,
and the more often the list was practiced the better the recall.
Negative Effects of Online Classes
PEW RESEARCH CENTER, 2011
Less Direct Contact
Online classes don't offer the same immediate and

regular access to instructors and classmates as
traditional face-to-face classes. The communication
typically takes place through e-mail and in virtual
discussion forums. While this can aid in learning
technology, it negatively impacts a student's ability to
interact with professors, ask questions and get
immediate help. It also takes away from some of the
social and team-building that occurs informally in
college classrooms.
Time Commitment
Students sometimes misconstrue that online classes require less

time and effort than traditional courses. The Montgomery College
Online Student Success Center noted that active and self-
disciplined learners typically succeed. Students who struggle with
traditional course rigor often have difficulty with the time
commitment required for online classwork. You normally have to
schedule time each day to read assignments and complete
quizzes and tests that you would take in class in a traditional
setting. Online students also have to engage in class discussions
and complete assignments, papers and projects. Team activities
may also add to the time commitment in some classes, as
students must often communicate with peers electronically and
collaborate on work.
Less Accountability
Online students can't rely on as much instructor and peer

feedback and accountability as traditional courses sometimes
offer. Instructors often update grades through virtual grade
books and don't have as much opportunity for regular
informal feedback before and after classes. Additionally,
students don't have regular contact with class peers, who can
offer assignment reminders and encouragement to complete
projects and assignments. This also applies to team activities
since you don't have direct interaction with teammates
pushing you to complete your responsibilities.
Higher Dropout Rate
Tangibly, the most negative effect of online classes is a higher

rate of class failure and dropouts. A study revealed in July 2011
by the Columbia University Community College Research
Center indicated that Washington community college students
were more likely to drop online classes than traditional ones.
Course completion for traditional courses was 90 percent, and
for online classes, it was 82 percent. Additionally, students in the
study who took online courses were less likely to complete a
degree or transfer to another college. Students studied in 2004
who took at least one fall online class were 34 percent likely to
drop out after one year compared to 26 percent who only took
face-to-face classes.
Behaviorism
views the human mind as a “black box” in
which response produced by the stimulus could
be quantitatively observed, by ignoring the
consequences of thought processes taking place
in mind.
Behaviorist researchers claims that it can be

indicated through observable behavior that either the
learners have learned or not or whatever is going on
in the young learner’s head (Mödritscher, 2006)
•In e-learning environment, only explicit •Proficiency should be achieved by the learners
outcomes of the learning should be informed to from frequent reviews, along with checklists at
the learners in this way expectation and
judgment can be set by the learners themselves calculated points and allow learners to do it
about the result of online lessons again along with feedback
•Learners should be examined in order to

determine either the learning outcomes have
been achieved or not.
•should demonstrate the skills, operations

and procedures by breaking it into various
segments with suitable details prior to
learners in order to copy the desired
behavior
Cognitivism
every change in behavior is not observable and
besides that learning is more than a change in
behavior.
Cognitivism view learning as a pattern of nodes
that forms a network in which connection of
nodes are in the form of relations to one another
(Hung, 2001).
The perception, interaction and response of a

learner in a learning environment is called learning
style and it is used to determine individual
differences
•Different activities should be included in online

learning content for cognitive and learning
styles.
•Learning process should be enhanced by the

teaching strategy. It can be done by the
facilitation of sensors, focused attention of the
learners on important information, provide
rational and logical grounds for instructions,
and introducing activities equivalent to learners
level of cognition (Schulz & Schultz, 2002)
•New information should be linked up with pre-

existing information of long-term memory in
order to trigger cognitive structures
Constructivism
that information is encoded and interpreted by the
learners whereas combined on the basis of their
own perception. In this way, learners are in better
position to learn by attributing the information to a
personal meaning.
The pedagogies based on constructivism defines the role of

teacher as the observer and assessment of learners as well
as they are also required to engage students in learning
activities while they are performing those activities alone
and putting questions to each other for understanding.
•Learners should be required to develop their own

knowledge in which teachers play the role of resource
person for providing the instructions in online
environment.
•The control of learning process should be in hands of

learners. Learners should be allowed to make
decisions by developing their learning goals and they
can take guidelines from instructors as well.
•Interactive activities should be focused by the

instructor in order to enhance cooperative learning
Psychological Understanding of
the Emerging Technological Dri7
& Surge of Online Distance
Learning
Daryl Malonzo
dadamalonzo@gmail.com
Daryl Malonzo

Psychological Understanding of The Emerging Technological Drift

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Psychological

DARYL MALONZO, RPsy, RPm, CPHR

Psychology IN Psychology AND

It is generally believed Without

Skinnerian Reinforcement in the Technology-Driven World

feel-good neurotransmitter—a This important

The Dopaminergic Mind Hypothesis

“high risk-taking and an obsession

Emergence: the whole is Reification: our minds

Mul1stability: when something Invariance: stability of

Gerhardstein, Tse, Dickerson, Hipp, and Moser (2012)

The Psychology of E-Learning

Learning Styles – Learning Motivation

Yazdi & Zandkarimi (2013)

The results represented that e-learning in

Psychological impact of e-learning on social network sites:

The analysis found that students who had experience of

There is a significant positive association between

Donald Clark (2014)

E-learning is not subtle enough to cope with diﬀerent

Less Direct Contact

Online classes don't offer the same immediate and

Students sometimes misconstrue that online classes require less

Online students can't rely on as much instructor and peer

Higher Dropout Rate

Tangibly, the most negative effect of online classes is a higher

Behaviorist researchers claims that it can be

•Learners should be examined in order to

•should demonstrate the skills, operations

The perception, interaction and response of a

•Different activities should be included in online

•Learning process should be enhanced by the

•New information should be linked up with pre-

The pedagogies based on constructivism defines the role of

•Learners should be required to develop their own

•The control of learning process should be in hands of

•Interactive activities should be focused by the

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