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• W2591520010 abstract "This paper examines how five elements of the body (physical, personal, political, knowledgeable and expressive) have been understood in faceto-face learning contexts and how they could be examined in online learning contexts to create inclusive learning environments. Purpose of this Study Ultimately, the definition of the body must be fluid because it involves the interaction of multiple characteristics, hierarchies, identities, and relations. While the body is the physical or material part of an individual, it represents much more than just the bones and muscles; it can be considered as a series of elements that interact with each other and the outside world to serve different needs. That interplay results in an individual’s unique way of knowing, their personal epistemology. Many authors have studied these elements in traditional, face-to-face learning environments; however, the role of the body in online learning environments remains largely unexplored. The multiple elements in traditional learning settings can be categorized as follows: a) physical body, b) personal body, c) political body, d) knowledgeable body, and e) expressive body. I will use these categories as a framework to consider the relationships between bodies in material and online learning environments. In my conclusion, I will use Tisdell’s (1995) typology of feminist pedagogies to identify how knowledge and power, voice, authority, and difference to examine how these themes can be related to my framework how they can be considered in creating inclusive online learning contexts. Material and Online Learning Environments It is important to make some distinctions between the material and online learning environments, and between material and virtual bodies. In material, traditional or face-to-face learning environments, the material or organic body is present, though not necessarily acknowledged. I use this designation of material body to distinguish the material body, which encompasses the physical, personal, political, knowledgeable and expressive bodies, from the category of the physical body, which is described below. In the online learning environment, the material body is also often ignored. In some cases, the virtual body represents or replaces the physical body in the online environment, but more often the body remains absent. I do not use the term virtual learning environment because while the online learning environment will be technologically-mediated, it will not necessarily use the technology that is available to create a virtual representation of the material world, or virtual reality (Dall'Alba & Barnacle, 2005). The Physical Body: Senses, Movement and Experience First, the body is composed of the nerves, senses and cells that interact with the environment to acquire new knowledge; thus knowledge and experience are constructed. The only way to know what is outside the body is through the body which serves as an instrument for" @default.
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• W2591520010 date "2006-01-01" @default.
• W2591520010 modified "2023-09-24" @default.
• W2591520010 title "Theorizing the Body: Developing a Framework for Understanding the Body in Online Learning Environments" @default.
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