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Identifying and Constructively Engaging Learner Resistances in the Online Classroom
Abstract
Learner resistances—based on learning frustrations, differing world views, personality differences, political aims, and other challenges—occur in online learning contexts as they do in face-to-face learning ones, but they may be missed by the teachers and even peers given the lack of non-verbal communications and informal contexts when indicators of such resistances may occur. This work addresses what learner resistances are and what causes them based on a review of the literature. Then, this work suggests some ways to identify learner resistances in online learning contexts and constructively engaging such resistances (to affirm learners, address identified issues, and promote learning, while maintaining factuality).
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