Bridging the affective gap in online classes: Teaching public memory through embodied learning

References and suggested readings

• Blair, C. (2001). Reflections on criticism and bodies: Parables from public places. Western Journal of Communication, 65(3), 271–294. https://doi.org/10.1080/10570310109374706
   Web of Science ®Google Scholar
• Blair, C., & Michel, N. (2000). Reproducing civil rights tactics: The rhetorical performances of the civil rights memorial. Rhetoric Society Quarterly, 30(1), 31–55. https://doi.org/10.1080/02773940009391174
   Google Scholar
• Dewey, J. (1938). Experience and education. Macmillan.
   Google Scholar
• Dewey, J. (1980). Democracy and education. In J. A. Boydston (Ed.), John Dewey: The middle works 1899–1924: Vol 15, 1923–1924 (pp. 180–189). Southern Illinois University Press.
   Google Scholar
• Dickinson, G., Ott, B. L., & Aoki, E. (2006). Spaces of remembering and forgetting: The reverent Eye/I at the plains Indian museum an earlier version of this essay was presented at the 2002 convention of the western states communication association. Communication and Critical/Cultural Studies, 3(1), 27–47. https://doi.org/10.1080/14791420500505619
   Google Scholar
• Dunn, T. (2011). Remembering “a great fag”: Visualizing public memory and the construction of queer space. Quarterly Journal of Speech, 97(4), 435–460. https://doi.org/10.1080/00335630.2011.585168
   Web of Science ®Google Scholar
• Foss, S. K. (1982). Rhetoric and the visual image: A resource unit. Communication Education, 31(1), 55–66. https://doi.org/10.1080/03634528209384659
   Web of Science ®Google Scholar
• Ledbetter, A. M., & Finn, A. N. (2018). Perceived teacher credibility and students’ affect as a function of instructors’ use of PowerPoint and email. Communication Education, 67(1), 31–51. https://doi.org/10.1080/03634523.2017.1385821
   Web of Science ®Google Scholar
• Medina, Y. (2012). Critical aesthetic pedagogy: Toward a theory of self and social empowerment. Peter Lang Publishing, Inc.
   Google Scholar
• Neuhauser, C. (2010). Learning style and effectiveness of online and face-to-face instruction. American Journal of Distance Education, 16(2), 99–113. https://doi.org/10.1207/S15389286AJDE1602_4
   Google Scholar
• Ott, B. L., & Dickinson, G. (2009). Visual rhetoric and/as critical pedagogy. In A. A. Lunsford, K. H. Wilson, & R. A. Eberly (Eds.), The SAGE handbook of rhetorical studies (pp. 391–405). Sage.
   Google Scholar
• Parez, N. (2023). What happened after the great online pivot of 2020? Chronicle of Higher Education.
   Google Scholar
• Pezzullo, P. (2007). Toxic tourism: Rhetorics of pollution, travel, and environmental justice. University of Alabama Press.
   Google Scholar
• Sellnow-Richmond, D., Strawser, M. G., & Sellnow, D. D. (2019). Student perceptions of teaching effectiveness and learning achievement: A comparative examination of online and hybrid course delivery format. Communication Teacher.
   Google Scholar
• Stein, K. A., & Barton, M. H. (2019). The “Easter egg” syllabus: Using hidden content to engage online and blended classroom learners. Communication Teacher, 33(4), 249–255. https://doi.org/10.1080/17404622.2019.1575440
   Web of Science ®Google Scholar
• Swaak, T. (2022). Online education is booming, but colleges risk lapses in quality, report says. The Chronicle of Higher Education. August, 10.
   Google Scholar
• Ward, D. (2018). What’s lacking in online learning? Dreyfus, Merleau-Ponty and bodily affective understanding. Journal of Philosophy of Education, 52(3), 428–450. https://doi.org/10.1111/1467-9752.12305Cita.
   Web of Science ®Google Scholar
• Webster, R. S., & Wolfe, M. (2013). Incorporating the aesthetic dimension into pedagogy. Australian Journal of Teacher Education, 38(10), 21–33. https://doi.org/10.14221/ajte.2013v38n10.2
   Google Scholar
• Woods, C. S., Ewalt, J. P., & Baker, S. J. (2013). A matter of regionalism: Remembering Brandon Teena and Willa Cather at the Nebraska history museum. Quarterly Journal of Speech, 99(3), 341–363. https://doi.org/10.1080/00335630.2013.806818
   Web of Science ®Google Scholar
• Woods, R. H., & Ebersole, S. (2003). Becoming a “communal architect” in the online classroom–integrating cognitive & affective learning for maximum effect in Web based learning. Computer Science Online Journal of Distance Learning Administration, VI(I), 1–15. http://www.westga.edu/~distance/ojdla/spring61/woods61.htm.
   Google Scholar
• Yeh, Y. C. (2010). Analysing online behaviours, roles and learning communities via online discussions. Educational Technology and Society, 13(1), 140–151. ISSN-1436-4522.
   Web of Science ®Google Scholar