A Model for Self-Actualization of Telepresence Distance Learners in Synchronous Hybrid Learning Environments

• In Event: Marriott Roundtable Session Five
  In Roundtable Session: The Role of Affect and the Self in Online Learning (Table 7)

Abstract

The use of telepresence robots in higher education classrooms has increased in recent years and has the potential to support students with unique challenges that prevent them from attending in-person classes. However, incorporating telepresence technology into synchronous hybrid learning environments also has the potential for disrupting classroom learning and excluding distance learners using telepresence robots to attend class. Therefore, we share a conceptual model based on Maslow’s (1943) hierarchy of needs, cognitive presence, and social presence theories to conceptualize the specific needs that TDLs have in synchronous hybrid classrooms and identify the categories of needs that must be met for TDL students to achieve self-actualization.

Authors

• Mellissa Gyimah-Concepcion, Elgin Community College
  Presenting Author

• Sarah Capello, Radford University
  Presenting Author

• Brenda Buckley-Hughes, Judson University
  Presenting Author