Distance education: A ruin of health
Keywords:
distance education, personality, upbringing, care.
Abstract
This review essay addresses the problem of interaction between humans and technologies within the educational context. To what extent are the problems and consequences of the measures taken with regard to the introduction of distance learning realized today? The issue of integral combination of many elements of the educational environment is being investigated. On the basis of a variety of literature on educational, social, psychological, and brain sciences, using the methodology of reasoning, the conditions of quality life of the educational process are determined, including first of all the problems of formation of morality, responsibility and initiative of the student, as well as mental and physical health. The actual end result was the establishment of fact that it is fundamentally impossible to replace direct or personal education (upbringing) by its distant, irresponsible, remote form. Transformation of the educational environment through the separation of individuals from each other does not only lead to the exhaustion of opportunities to obtain quality knowledge, but also to chamber loneliness with disastrous consequences for moral, mental and physical health.
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References
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Henderson, L. S., Stackman, R. W., & Lindekilde, R. (2016). The centrality of communication norm alignment, role clarity, and trust in global project teams. International Journal of Project Management, 34(8), 1717-1730.
Holt-Lunstad, J., Smith, T. B., Baker, M., Harris, T., & Stephenson, D. (2015). Loneliness and social isolation as risk factors for mortality: a meta-analytic review. Perspectives on psychological science, 10(2), 227-237.
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Killgore, W. D., Cloonen, S. A., Taylor, E. C., & Dailey, N. S. (2020). Loneliness: A signature mental health concern in the era of COVID-19. Psychiatry Research, 113117.
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Kirsh, D. (2013). Embodied cognition and the magical future of interaction design. ACM Transactions on Computer-Human Interaction (TOCHI), 20(1), 1-30.
Kosfeld, M., Heinrichs, M., Zak, P. J., Fischbacher, U., & Fehr, E. (2005). Oxytocin increases trust in humans. Nature, 435(7042), 673-676.
Koziol, L. F., Budding, D. E., & Chidekel, D. (2012). From movement to thought: executive function, embodied cognition, and the cerebellum. The Cerebellum, 11(2), 505-525.
Krueger, J. (2013). Merleau-Ponty on shared emotions and the joint ownership thesis. Continental Philosophy Review, 46(4), 509-531.
Levin, D. Z., & Cross, R. (2004). The strength of weak ties you can trust: The mediating role of trust in effective knowledge transfer. Management science, 50(11), 1477-1490.
Li, L. (2005). The effects of trust and shared vision on inward knowledge transfer in subsidiaries’ intra-and inter-organizational relationships. International Business Review, 14(1), 77-95.
Li, L. Z., & Wang, S. (2020). Prevalence and predictors of general psychiatric disorders and loneliness during COVID-19 in the United Kingdom. Psychiatry research, 291, 113267.
Lindenberg, S. (2000). It takes both trust and lack of mistrust: The workings of cooperation and relational signaling in contractual relationships. Journal of management and governance, 4(1-2), 11-33.
Luthans, F. (2002). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 23(6), 695-706.
Madsen, E. S., Riis, J. O., & Waehrens, B. V. (2008). The knowledge dimension of manufacturing transfers. Strategic Outsourcing: An International Journal, 1(3), pp. 198-209
Maslow, A. H. (1966). The Psychology of Science a Reconnaissance. Harper & Row, New York, NY, P. 168
Mengin, A., Allé, M. C., Rolling, J., Ligier, F., Schroder, C., Lalanne, L., ... & Giersch, A. (2020). Psychopathological consequences of confinement. L'encephale, 46(3S), S43-S52.
Metiu, A., & Rothbard, N. P. (2013). Task bubbles, artifacts, shared emotion, and mutual focus of attention: A comparative study of the microprocesses of group engagement. Organization Science, 24(2), 455-475.
Mortensen, M., & Neeley, T. B. (2012). Reflected knowledge and trust in global collaboration. Management Science, 58(12), 2207-2224.
Mwilambwe-Tshilobo, L., Ge, T., Chong, M., Ferguson, M. A., Misic, B., Burrow, A. L., ... & Spreng, R. N. (2019). Loneliness and meaning in life are reflected in the intrinsic network architecture of the brain. Social cognitive and affective neuroscience, 14(4), 423-433.
Nicolás, J., De Gea, J. M. C., Nicolas, B., Fernandez-Aleman, J. L., & Toval, A. (2018). On the risks and safeguards for requirements engineering in global software development: Systematic literature review and quantitative assessment. IEEE Access, 6, 59628-59656.
Paradise, R., Mejia-Arauz, R., Silva, K. G., Dexter, A. L., & Rogoff, B. (2014). One, two, three, eyes on me! Adults attempting control versus guiding in support of initiative. Human Development, 57(2-3), 131-149.
Rhee, S. Y. (2006, August). Shared emotions and group effectiveness: the role of broadening-and-building interactions. In Academy of management Proceedings (Vol. 2006, No. 1, pp. B1-B6). Briarcliff Manor, NY 10510: Academy of Management.
Rico-Uribe, L. A., Caballero, F. F., Martin-Maria, N., Cabello, M., Ayuso-Mateos, J. L., & Miret, M. (2018). Association of loneliness with all-cause mortality: A meta-analysis. PloS one, 13(1), e0190033.
Riedl, R., & Javor, A. (2012). The biology of trust: Integrating evidence from genetics, endocrinology, and functional brain imaging. Journal of Neuroscience, Psychology, and Economics, 5(2), 63.
Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind, culture, and activity, 1(4), 209-229.
Rogoff, B., Paradise, R., Arauz, R. M., Correa-Chavez, M., & Angelillo, C. (2003). Firsthand learning through intent participation. Annual Review of Psychology, 54.
Sacha, D., Senaratne, H., Kwon, B. C., Ellis, G., & Keim, D. A. (2015). The role of uncertainty, awareness, and trust in visual analytics. IEEE transactions on visualization and computer graphics, 22(1), 240-249.
Salmela, M., & Nagatsu, M. (2017). How does it really feel to act together? Shared emotions and the phenomenology of we-agency. Phenomenology and the Cognitive Sciences, 16(3), 449-470.
Shapiro, L. (2019). Embodied cognition. Routledge, pp. 288 DOI 10.4324/9781315180380
Smith, P. S. (2006). The effects of solitary confinement on prison inmates: A brief history and review of the literature. Crime and justice, 34(1), 441-528.
Sweller, J., van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.
Sweller, J., van Merrienboer, J. J., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 1-32.
Teo, T. S., Kim, S. L., & Jiang, L. (2020). E-learning implementation in south Korea: Integrating Effectiveness and Legitimacy Perspectives. Information Systems Frontiers, 22(2), 511-528.
Toivonen, S., Lenzini, G., & Uusitalo, I. (2006, November). Context-aware trustworthiness evaluation with indirect knowledge. In Proc. of the 2nd International Semantic Web Policy Workshop (SWPW).
Walton, A. E., Washburn, A., Langland-Hassan, P., Chemero, A., Kloos, H., & Richardson, M. J. (2018). Creating time: Social collaboration in music improvisation. Topics in cognitive science, 10(1), 95-119.
Weidlich, J., & Bastiaens, T. J. (2018). Technology Matters–The impact of transactional distance on satisfaction in Online Distance Learning. International Review of Research in Open and Distributed Learning, 19(3).
Winkielman, P., Coulson, S., & Niedenthal, P. (2018). Dynamic grounding of emotion concepts. Philosophical Transactions of the Royal Society B: Biological Sciences, 373(1752), 20170127.
Wood, J., & BacKWell, J. (2012). Harnessing hidden knowledge for paradigm change. Journal of Writing in Creative Practice, 5(3), 477-497.
Wright, J. C., & Mischel, W. (1988). Conditional hedges and the intuitive psychology of traits. Journal of personality and social psychology, 55(3), 454.
Banerjee, D., & Rai, M. (2020). Social isolation in Covid-19: The impact of loneliness. International journal of social psychiatry, 66(6), 525-527.
Bedard, M., Woods, R., Crump, C., & Anisman, H. (2017). Loneliness in relation to depression: The moderating influence of a polymorphism of the brain derived neurotrophic factor gene on self-efficacy and coping strategies. Frontiers in Psychology, 8, 1224.
Bennion, E. (2015). Banning the bing: Why extreme solitary confinement is cruel and far too usual punishment. Ind. LJ, 90, 741.
Brugger, P., & Lenggenhager, B. (2014). The bodily self and its disorders: neurological, psychological and social aspects. Current Opinion in Neurology, 27(6), 644-652.
Callister, R. R., & Love, M. S. (2016). A comparison of learning outcomes in skills?based courses: Online versus face?to?face formats. Decision Sciences Journal of Innovative Education, 14(2), 243-256.
Chappell, K., & Craft, A. (2011). Creative learning conversations: producing living dialogic spaces. Educational Research, 53(3), 363-385.
Cheng, X., Fu, S., & de Vreede, G. J. (2017). Understanding trust influencing factors in social media communication: A qualitative study. International Journal of Information Management, 37(2), 25-35.
Churchland, P. S. (2018) Braintrust: What Neuroscience Tells Us about Morality, pp. 1-273. Cited 269 times. https://muse.jhu.edu/book/58722 ISBN: 978-140088938-9; 978-069118097-7
Collins, R. (2004) Interaction ritual chains. Princeton University Press, p. 439
Coppola, F. (2019). The brain in solitude: an (other) eighth amendment challenge to solitary confinement. Journal of Law and the Biosciences, 6(1), 184-225.
Diener, E. D., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of personality assessment, 49(1), 71-75.
Eisenberger, N. I., Lieberman, M. D., & Williams, K. D. (2003). Does rejection hurt? An fMRI study of social exclusion. Science, 302(5643), 290-292.
Endsley, M. R. (1995). Toward a theory of situation awareness in dynamic systems. Human factors, 37(1), 32-64. DOI: https://doi.org/10.1518/001872095779049543
Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British journal of educational psychology, 70(1), 113-136.
Fershtman, C., & Gandal, N. (2011). Direct and indirect knowledge spillovers: the “social network” of open?source projects. The RAND Journal of Economics, 42(1), 70-91.
García, M. L. (2008). Closed Groups, Hidden Knowledge. An Anthropological Perspective. [Grupos cerrados, conocimientos ocultos: Una perspectiva antropológica]. Arbor, 184(731), 395 - 402.
Gerasimova, V. G., Melamud, M. R., Tutaeva, D. R., Romanova, Y. D., & Zhenova, N. A. (2018). The adoption of e-learning technology at the faculty of distance learning of plekhanov russian university of economics. Journal of Social Studies Education Research, 9(2), 172-188.
Grafton, S. T. (2009). Embodied cognition and the simulation of action to understand others. Annals of the New York Academy of Sciences, 1156(1), 97-117.
Grassian, S. (1983). Psychopathological effects of solitary confinement. American Journal of Psychiatry, 140(11), 1450-1454.
Guenther, L. (2013). Solitary confinement: Social death and its afterlives. U of Minnesota Press.
Guessoum, S. B., Lachal, J., Radjack, R., Carretier, E., Minassian, S., Benoit, L., & Moro, M. R. (2020). Adolescent psychiatric disorders during the COVID-19 pandemic and lockdown. Psychiatry research, 113264.
Guo, P. J., White, J., & Zanelatto, R. (2015, October). Codechella: Multi-user program visualizations for real-time tutoring and collaborative learning. In 2015 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC) (pp. 79-87). IEEE.
Hawkley, L. C., & Cacioppo, J. T. (2010). Loneliness matters: A theoretical and empirical review of consequences and mechanisms. Annals of behavioral medicine, 40(2), 218-227.
Hawkley, L. C., & Capitanio, J. P. (2015). Perceived social isolation, evolutionary fitness and health outcomes: a lifespan approach. Philosophical Transactions of the Royal Society B: Biological Sciences, 370(1669), 20140114.
Hawkley, L. C., Cole, S. W., Capitanio, J. P., Norman, G. J., & Cacioppo, J. T. (2012). Effects of social isolation on glucocorticoid regulation in social mammals. Hormones and behavior, 62(3), 314-323.
Haynes, F. (2018). Trust and the community of inquiry. Educational Philosophy and theory, 50(2), 144-151.
Heinrichs, M., Baumgartner, T., Kirschbaum, C., & Ehlert, U. (2003). Social support and oxytocin interact to suppress cortisol and subjective responses to psychosocial stress. Biological psychiatry, 54(12), 1389-1398.
Henderson, L. S., Stackman, R. W., & Lindekilde, R. (2016). The centrality of communication norm alignment, role clarity, and trust in global project teams. International Journal of Project Management, 34(8), 1717-1730.
Holt-Lunstad, J., Smith, T. B., Baker, M., Harris, T., & Stephenson, D. (2015). Loneliness and social isolation as risk factors for mortality: a meta-analytic review. Perspectives on psychological science, 10(2), 227-237.
Humayun, M., & Jhanjhi, N. Z. (2019). Exploring The Relationship Between GSD, Knowledge Management, Trust and Collaboration. Journal of Engineering Science and Technology, 14(2), 820-843.
Killgore, W. D., Cloonen, S. A., Taylor, E. C., & Dailey, N. S. (2020). Loneliness: A signature mental health concern in the era of COVID-19. Psychiatry Research, 113117.
Kim, S. G., Park, J., Kim, H. T., Pan, Z., Lee, Y., & McIntyre, R. S. (2019). The relationship between smartphone addiction and symptoms of depression, anxiety, and attention-deficit/hyperactivity in South Korean adolescents. Annals of general psychiatry, 18(1), 1.
Kirschner, P. A., Sweller, J., Kirschner, F., & Zambrano, J. (2018). From cognitive load theory to collaborative cognitive load theory. International Journal of Computer-Supported Collaborative Learning, 13(2), 213-233.
Kirsh, D. (2013). Embodied cognition and the magical future of interaction design. ACM Transactions on Computer-Human Interaction (TOCHI), 20(1), 1-30.
Kosfeld, M., Heinrichs, M., Zak, P. J., Fischbacher, U., & Fehr, E. (2005). Oxytocin increases trust in humans. Nature, 435(7042), 673-676.
Koziol, L. F., Budding, D. E., & Chidekel, D. (2012). From movement to thought: executive function, embodied cognition, and the cerebellum. The Cerebellum, 11(2), 505-525.
Krueger, J. (2013). Merleau-Ponty on shared emotions and the joint ownership thesis. Continental Philosophy Review, 46(4), 509-531.
Levin, D. Z., & Cross, R. (2004). The strength of weak ties you can trust: The mediating role of trust in effective knowledge transfer. Management science, 50(11), 1477-1490.
Li, L. (2005). The effects of trust and shared vision on inward knowledge transfer in subsidiaries’ intra-and inter-organizational relationships. International Business Review, 14(1), 77-95.
Li, L. Z., & Wang, S. (2020). Prevalence and predictors of general psychiatric disorders and loneliness during COVID-19 in the United Kingdom. Psychiatry research, 291, 113267.
Lindenberg, S. (2000). It takes both trust and lack of mistrust: The workings of cooperation and relational signaling in contractual relationships. Journal of management and governance, 4(1-2), 11-33.
Luthans, F. (2002). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 23(6), 695-706.
Madsen, E. S., Riis, J. O., & Waehrens, B. V. (2008). The knowledge dimension of manufacturing transfers. Strategic Outsourcing: An International Journal, 1(3), pp. 198-209
Maslow, A. H. (1966). The Psychology of Science a Reconnaissance. Harper & Row, New York, NY, P. 168
Mengin, A., Allé, M. C., Rolling, J., Ligier, F., Schroder, C., Lalanne, L., ... & Giersch, A. (2020). Psychopathological consequences of confinement. L'encephale, 46(3S), S43-S52.
Metiu, A., & Rothbard, N. P. (2013). Task bubbles, artifacts, shared emotion, and mutual focus of attention: A comparative study of the microprocesses of group engagement. Organization Science, 24(2), 455-475.
Mortensen, M., & Neeley, T. B. (2012). Reflected knowledge and trust in global collaboration. Management Science, 58(12), 2207-2224.
Mwilambwe-Tshilobo, L., Ge, T., Chong, M., Ferguson, M. A., Misic, B., Burrow, A. L., ... & Spreng, R. N. (2019). Loneliness and meaning in life are reflected in the intrinsic network architecture of the brain. Social cognitive and affective neuroscience, 14(4), 423-433.
Nicolás, J., De Gea, J. M. C., Nicolas, B., Fernandez-Aleman, J. L., & Toval, A. (2018). On the risks and safeguards for requirements engineering in global software development: Systematic literature review and quantitative assessment. IEEE Access, 6, 59628-59656.
Paradise, R., Mejia-Arauz, R., Silva, K. G., Dexter, A. L., & Rogoff, B. (2014). One, two, three, eyes on me! Adults attempting control versus guiding in support of initiative. Human Development, 57(2-3), 131-149.
Rhee, S. Y. (2006, August). Shared emotions and group effectiveness: the role of broadening-and-building interactions. In Academy of management Proceedings (Vol. 2006, No. 1, pp. B1-B6). Briarcliff Manor, NY 10510: Academy of Management.
Rico-Uribe, L. A., Caballero, F. F., Martin-Maria, N., Cabello, M., Ayuso-Mateos, J. L., & Miret, M. (2018). Association of loneliness with all-cause mortality: A meta-analysis. PloS one, 13(1), e0190033.
Riedl, R., & Javor, A. (2012). The biology of trust: Integrating evidence from genetics, endocrinology, and functional brain imaging. Journal of Neuroscience, Psychology, and Economics, 5(2), 63.
Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind, culture, and activity, 1(4), 209-229.
Rogoff, B., Paradise, R., Arauz, R. M., Correa-Chavez, M., & Angelillo, C. (2003). Firsthand learning through intent participation. Annual Review of Psychology, 54.
Sacha, D., Senaratne, H., Kwon, B. C., Ellis, G., & Keim, D. A. (2015). The role of uncertainty, awareness, and trust in visual analytics. IEEE transactions on visualization and computer graphics, 22(1), 240-249.
Salmela, M., & Nagatsu, M. (2017). How does it really feel to act together? Shared emotions and the phenomenology of we-agency. Phenomenology and the Cognitive Sciences, 16(3), 449-470.
Shapiro, L. (2019). Embodied cognition. Routledge, pp. 288 DOI 10.4324/9781315180380
Smith, P. S. (2006). The effects of solitary confinement on prison inmates: A brief history and review of the literature. Crime and justice, 34(1), 441-528.
Sweller, J., van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.
Sweller, J., van Merrienboer, J. J., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 1-32.
Teo, T. S., Kim, S. L., & Jiang, L. (2020). E-learning implementation in south Korea: Integrating Effectiveness and Legitimacy Perspectives. Information Systems Frontiers, 22(2), 511-528.
Toivonen, S., Lenzini, G., & Uusitalo, I. (2006, November). Context-aware trustworthiness evaluation with indirect knowledge. In Proc. of the 2nd International Semantic Web Policy Workshop (SWPW).
Walton, A. E., Washburn, A., Langland-Hassan, P., Chemero, A., Kloos, H., & Richardson, M. J. (2018). Creating time: Social collaboration in music improvisation. Topics in cognitive science, 10(1), 95-119.
Weidlich, J., & Bastiaens, T. J. (2018). Technology Matters–The impact of transactional distance on satisfaction in Online Distance Learning. International Review of Research in Open and Distributed Learning, 19(3).
Winkielman, P., Coulson, S., & Niedenthal, P. (2018). Dynamic grounding of emotion concepts. Philosophical Transactions of the Royal Society B: Biological Sciences, 373(1752), 20170127.
Wood, J., & BacKWell, J. (2012). Harnessing hidden knowledge for paradigm change. Journal of Writing in Creative Practice, 5(3), 477-497.
Wright, J. C., & Mischel, W. (1988). Conditional hedges and the intuitive psychology of traits. Journal of personality and social psychology, 55(3), 454.
Published
2022-03-14
How to Cite
Razumowsky, A. I. (2022). Distance education: A ruin of health. Amazonia Investiga, 11(50), 290-298. https://doi.org/10.34069/AI/2022.50.02.27
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