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The Claim on Human Conviviality in Cyberspace
Abstract
This chapter sets out by defining conviviality in a way that allows the term to be simultaneously applied to face-to-face and virtual experiences. The educational context is introduced as one of many that can benefit from both types of experience. Impairment of the components of a shared learning experience (self, others, teacher) does not have to occur if educators understand the unique combination produced by the content to be learned plus the markers of the type of learning experience selected. Matching the content to the medium produces the optimal results. The authors conclude that conviviality in a specific application is not only possible, but potentially highly productive in cyberspace, minimizing the logistical, high-risk, and cognitive constraints identified by Calandra and Puvirajah that can impair other forms of communication and specifically non-cyber learning experiences. This chapter contributes to new era of human interaction literature in the age of virtuality.
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