Literaturnachweis - Detailanzeige
| Autor/in | James, David |
|---|---|
| Titel | A Need for Humor in Online Courses |
| Quelle | In: College Teaching, 52 (2004) 3, S.93 (2 Seiten)Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 8756-7555 |
| Schlagwörter | Teaching Methods; Teacher Effectiveness; Student Surveys; Student Attitudes; Educational Environment; Thinking Skills; Humor; Creative Thinking; Online Courses Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schülerbefragung; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Denkfähigkeit; Humoristische Darstellung; Kreatives Denken; Online course; Online-Kurs |
| Abstract | As colleges, universities, and schools move to offer more classes in the popular online format, both teachers and students should be aware of what may be absent in class: the routine benefits of humor. For years, student surveys on the characteristics of the most effective teachers routinely have placed humor as one of the top five traits (Hart 1934; Murray 1983; Crump 1996). More recently, numerous studies have confirmed the significant role that humor plays in the learning process. The judicious use of content-related, nonhostile humor has been proven to: (1) create a more supportive learning environment (Ziv 1979; Gorham and Christophel 1990; Stuart and Rosenfeld 1994);(2) enhance students' attention (Weaver, Bryant, and Zillmann 1988); (3) enhance students' pleasure in learning and testing activities (Ziv, Gorenstein, and Moris 1986; Weaver and Cottrell 1988; Lorenzi 1996); (4) increase the divergent thinking skills of students (Ziv 1979, 1983); (5) increase the actual learning taking place, as defined by better final exam scores (Ziv 1988); and (6) enhance students' attitudes toward the subject matter (James 1998). Adding humor to online courses is possible and, according to many, necessary. However, it takes considerable time and fore-thought. By necessity, online humor is a unique kind of humor, one that is much more linguistically oriented. The number of teachers willing to incorporate humor into online courses is unknown. One might guess that the percentage consciously planning humor for online courses is akin to the percentage planning for humor in traditional classrooms--very few. It is known that humor, when used appropriately, creates a nonthreatening learning environment. A teacher with a good sense of humor appears to be more humane and personable and less rigid and distant (Stuart and Rosenfeld 1994). A teacher's ability to be present, to project a personality through cyberspace, and to demonstrate a sense of humor are additional factors that help bring students fully into their virtual classroom. (ERIC). |
| Anmerkungen | Heldref Publications, Helen Dwight Reid Educational Foundation, 1319 Eighteenth Street, NW, Washington, DC 20036-1802. Web site: http://www.heldref.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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