CYBERGOGY

ONE OF THE THEORIES THAT SHAPED 21ST CENTURY LEARNING

AILYN E. ZABALA
 CYBERGOGY
• The application of educational technology has created a
new teaching and learning concept – Cybergogy. One of
the central elements of cybergogy is the intent to combine
fundamentals of both pedagogy and andragogy to arrive
at a new approach to learning (Carrier & Moulds, 2003).
 CYBERGOGY
• Cybergogy focuses on helping adults and young people
to learn by facilitating and technologically enabling
learner-centered autonomous and collaborative learning
in a virtual environment. At the core of cybergogy is
awareness that strategies used for face-to-face learning
may not be the same used in the virtual environment.
 CYBERGOGY
• Facilitators need to be mindful of Cybergogy. As many
studies reveal, learner’s active engagement in the
learning process affects their learning outcomes. In any
learning environment, truly engaged learners are
behaviorally, intellectually, and emotionally involved in
their learning tasks (Wang & Kang, 2006; Wang, 2007).
 CYBERGOGY
• Cybergogy for Engaged Learning Model is created by Dr. Minjuan
Wang (Educational Technology, San Diego State University), and Dr.
Myunghee Kang(Educational Technology, Ewha Womans University,
South Korea).
• This model is a synthesis of current thinking, concepts, and
theoretical frameworks on the extent and nature of the domains in
learner online engagement. The Cybergogy model is published as
a book chapter (Wang & Kang, 2006), a peer-reviewed journal
article (Wang, 2008), and also recognized as an innovative model
for instructional design (Wang, 2008).
THE CYBERGOGY FOR ENGAGED LEARNING MODEL

• The Cybergogy for

Engaged Learning model
has three
overlapping/intersecting
domains: cognitive,
emotive, and social. The
authors argue that engaged
learning will occur when the
critical factors in each
domain are well attended,
so as to encourage
learners’ cognitive, emotive,
and social presence.
 CYBERGOGY
• This model is created particularly for online settings that
involve more generative and constructive learning
activities. For the online learning experience to be
successful, students must be furnished with prior
knowledge, motivated to learn, and positively engaged in
the learning process. In addition, Wang and Kang
suggest, students must also be comfortable with the
learning environment and feel a strong sense of
community and social commitment.
 CYBERGOGY
• The Cybergogy for Engaged Learning model could be
used to conduct needs assessment and to lay out course
design and facilitation techniques. Instructors could use
this model to profile each student’s cognitive, emotive and
social attributes and then effectively engage learners by
addressing individual’s learning needs and attributes
(Wang & Kang, 2006).
 CYBERGOGY
• The authors identify methods that instructors can use to
detect learners’ emotional cues and cultivate their positive
feelings; to increase learners’ self-confidence and arouse
their curiosity through course design and e-facilitation; to
conduct online communication and build a supportive
learning environment. Therefore, the term “Cybergogy”
becomes a descriptive label for the strategies for creating
engaged learning online.
 CYBERGOGY
• The Cybergogy model values affective learning as highly
as cognitive learning, and sees the two as interwoven.
The authors (2006) argue that current educational
systems must value the learner over the curriculum, and
must tolerate learning outcomes that may be less
predictable but highly worthwhile.
 CYBERGOGY
• The Cybergogy for Engaged Learning model also provides a
framework for generating meaningful and engaging learning
experiences for distance students with diverse cultural and
linguistic backgrounds. Engagement is positively correlated
with motivation, which may be prompted in different ways for
culturally different students.
 CYBERGOGY
• There are four motivational conditions that the instructor and the
learners collaboratively create.

1. Cultivating learners’ competence about being effective in

learning valuable things;
2. Creating a respectful and connected learning atmosphere;
3. Helping learners develop favorable attitudes toward the
learning experience through personal relevance and
choice;
4. Creating challenging and thoughtful learning experiences
that are consistent with learners’ perspectives and values.
 CYBERGOGY
• Cybergogy Model for Engaged Learning reflects the systemic
approach to online learning. The key features of this systemic
view include:
• a) putting the right people, elements and resources in place to
succeed;
• b) evaluating results through learning outcomes; and
• c) providing feedback and taking action to maintain alignment with
established educational and societal goals. Factors in the
cognitive, emotive, and social domains are identified as critical
elements in a learning environment when used as input in the
system described.
 CYBERGOGY
• These input elements together transform the learning
system into cognitive, emotive, and social presence, and
they finally generate engaged learning as a whole. As a
consequence, learners will not only have the opportunity
to accomplish their learning goals, but also will be actively
involved in the learning process.
 CYBERGOGY
• Since its creation, this model has been validated and
tested in a handful of systematic studies (e.g., Kang et al.,
2009; Wang, Shen, & Novak, 2008; Shen, Wang, & Pan,
2008; Wang, Novak, & Pacino, 2009; Shen et al., 2009;
Scopes, 2009; Cronin, McMahon & Waldron, 2009).
Thank You!