Skip to main content
SpringerLink
Log in

(Re-)embodied Digital Education Practices: Empirical Vignettes About Teaching and Learning in ‘Tele-co-presences’

  • Chapter
  • First Online:
Embodiment and Professional Education

Part of the book series: Debating Higher Education: Philosophical Perspectives ((DHEP,volume 8))

Abstract

This chapter reviews forms and effects of increased digitalised learning from an embodied phenomenological perspective. In particular, the moves from and between embodied co-presence to virtual tele-presence and its implications are reflected on critically and illustrated by using empirical vignettes. Furthermore, some possibilities for re-embodying and the need for re-purposing teaching and learning activities are outlined. Finally, some perspectives on the future of an integral embodied and transformative pedagogy are offered.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Ananga, P., & Biney, I. K. (2018). Comparing face-to-face and online teaching and learning in higher education. MIER Journal of Educational Studies, Trends and Practices, 7(2), 165–179.

    Google Scholar 

  • Arbaugh, J., DeArmond, S., & Rau, B. (2013). New uses for existing tools? A call to study on-line management instruction and instructors. Academy of Management Learning & Education, 12(4), 635–655.

    Google Scholar 

  • Bayne, S. (2004). The embodiment of the online learner. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds.), Beyond the comfort zone: Proceedings of the 21st ASCILITE conference, pp. 105–115.

    Google Scholar 

  • Bell, E., & King, D. (2010). The elephant in the room: Critical management studies conferences as a site of body pedagogics. Management Learning, 41(4), 429–442.

    Google Scholar 

  • Biesta, G. (2020). Perfect education, but not for everyone: On society’s need for inequality and the rise of surrogate education. Zeitschrift für Pädagogik, 66(1), 8–14.

    Google Scholar 

  • Bologna Working Group. (2005). A framework for the qualifications of the European Higher Education Area. Bologna working group report on qualifications frameworks, Copenhagen, Danish Ministry of Science, Technology and Innovation.

    Google Scholar 

  • Boud, D., Cohen, R., & Sampson, J. (2014). Peer learning in higher education: Learning from and with each other. Routledge.

    Google Scholar 

  • Coppola, N., Hiltz, S., & Rotter, N. (2002). Becoming a virtual professor: Pedagogical roles and asynchronous learning networks. Journal of Management Information Systems, 18(4), 169–189.

    Google Scholar 

  • Cramton, C. (2001). The mutual knowledge problem and its consequences for dispersed collaboration. Organization Science, 12(3), 346–371.

    Google Scholar 

  • Daspit, J., & D’Souza, D. (2012). Using the community of inquiry framework to introduce wiki environments in blended-learning pedagogies. Academy of Management Learning & Education, 11(4), 666–683.

    Google Scholar 

  • Dede, C. (1990). The evolution of distance learning: Technology-mediated interactive learning. Journal of Research on Computing in Education, 22(3), 247–264.

    Google Scholar 

  • Evans, J., Davies, B., & Rich, E. (2009). The body made flesh: Embodied learning and the corporeal device. British Journal of Sociology of Education, 30(4), 391–406.

    Google Scholar 

  • Gärtner, C. (2013). Cognition, knowing and learning in the flesh: Six views on embodied knowing in organization studies. Scandinavian Journal of Management, 29(4), 338–352.

    Google Scholar 

  • Gieser, T. (2008). Embodiment, emotion and empathy: A phenomenological approach to apprenticeship learning. Anthropological Theory, 8(3), 299–318.

    Google Scholar 

  • Gilbert, S. (1996). Making the most of a slow revolution. Change: The Magazine of Higher Learning, 28(2), 10–23.

    Google Scholar 

  • Glover, D., Miller, D., Averis, D., & Door, V. (2005). The interactive whiteboard: A literature survey. Technology, Pedagogy and Education, 14(2), 155–170.

    Google Scholar 

  • Gourlay, L. (2021). There is no ‘virtual learning’: The materiality of digital education. Journal of New Approaches in Educational Research, 10(1), 57–66.

    Google Scholar 

  • Havnes, A. (2008). Peer-mediated learning beyond the curriculum. Studies in Higher Education, 33(2), 193–204.

    Google Scholar 

  • Hiltz, S. (1986). The “virtual classroom”: Using computer-mediated communication for university teaching. Journal of Communication, 36(2), 95–104.

    Google Scholar 

  • Jaffee, D. (1997). Asynchronous learning: Technology and pedagogical strategy in a distance learning course. Teaching Sociology, 25(4), 262–277.

    Google Scholar 

  • Jewitt, C. (2006). Technology, literacy and learning: A multimodal approach. Psychology Press.

    Google Scholar 

  • Knox, J., Williamson, B., & Bayne, S. (2020). Machine behaviourism: Future visions of ‘learnification’ and ‘datafication’ across humans and digital technologies. Learning, Media and Technology, 45(1), 31–45.

    Google Scholar 

  • Kozar, O. (2016). Perceptions of webcam use by experienced online teachers and learners: A seeming disconnect between research and practice. Computer Assisted Language Learning, 29(4), 779–789.

    Google Scholar 

  • Küpers, W. (2005). Embodied implicit and narrative knowing in organizations. Journal of Knowledge Management, 9(6), 113–133.

    Google Scholar 

  • Küpers, W. (2008). Embodied ‘inter-learning’– An integral phenomenology of learning in and by organizations. The Learning Organisation: An International Journal, 15(5), 388–408.

    Google Scholar 

  • Küpers, W. (2015). Phenomenology of the embodied organization. Palgrave Macmillan.

    Google Scholar 

  • Küpers, W. (2017a). The embodied inter-be (com)ing of spirituality. In S. Nandram & P. Bindlish (Eds.), Managing VUCA through integrative self-management (pp. 229–247). Springer.

    Google Scholar 

  • Küpers, W. (2017b). Embodied Aesth-ethics for developing practical wisdom in management education/learning. In W. Küpers & O. Gunnlaugson (Eds.), Wisdom learning: Perspectives on wising-up management & business education (pp. 272–311). Routledge.

    Google Scholar 

  • Küpers, W. (2020). Cultivating sustainable organizational bodies by embodied and playful learning as an ‘inter-practice’. In K. Minisri & K. Schulz (Eds.), Pathways to connect creativity and sustainable development (pp. 119–142). Presses Universitaires de Nancy.

    Google Scholar 

  • Küpers, W., & Gunnlaugson, O. (2017). Wisdom learning: Perspectives on wising-up business and management education. Routledge.

    Google Scholar 

  • Küpers, W., & Pauleen, D. (2015). Learning wisdom: Embodied and artful approaches to management education. Scandinavian Journal of Management, 31, 493–500.

    Google Scholar 

  • Laszlo, A., & Castro, K. (1995). Technology and values: Interactive learning environments for future generations. Educational Technology, 35(2), 7–13.

    Google Scholar 

  • Leidner, D., & Jarvenpaa, S. (1993). The information age confronts education: Case studies on electronic classrooms. Information Systems Research, 4(1), 24–54.

    Google Scholar 

  • Mann, S., Varey, R., & Button, W. (2000). An exploration of the emotional impact of tele-working via computer-mediated communication. Journal of Managerial Psychology, 15(7), 668–690.

    Google Scholar 

  • Merleau-Ponty, M. (1995). The visible and the invisible. Northwestern University Press.

    Google Scholar 

  • Merleau-Ponty, M. (2012). Phenomenology of perception. Routledge.

    Google Scholar 

  • Molz, M. (2009). Toward integral higher education study programs in the European higher education area: A programmatic and strategic view. Integral Review: A Transdisciplinary & Transcultural Journal for New Thought, Research, & Praxis, 5(2), 152–226.

    Google Scholar 

  • O’Callaghan, F., Neumann, D., Jones, L., & Creed, P. (2017). The use of lecture recordings in higher education: A review of institutional, student, and lecturer issues. Education and Information Technologies, 22(1), 399–415.

    Google Scholar 

  • Peters, M. A. & Jandrić, P. (2018). The digital university: A dialogue and manifesto. Peter Lang.

    Google Scholar 

  • Pettersen, I. (2015). From metrics to knowledge? Quality assessment in higher education. Financial Accountability & Management, 31(1), 23–40.

    Google Scholar 

  • Pittaway, L., & Cope, J. (2007). Simulating entrepreneurial learning: Integrating experiential and collaborative approaches to learning. Management Learning, 38(2), 211–233.

    Google Scholar 

  • Price, S., Roussos, G., Falcão, T., & Sheridan, J. (2009). Technology and embodiment: Relationships and implications for knowledge, creativity and communication. Beyond Current Horizons, 29, 1–22.

    Google Scholar 

  • Reader, J., Jandrić, P., & Peters, M. (2020). Enchantment - disenchantment-re-enchantment: Postdigital relationships between science, philosophy, and religion. Postdigital Science Education. https://doi.org/10.1007/s42438-020-00133-4.

  • Redpath, L. (2012). Confronting the bias against on-line learning in management education. Academy of Management Learning & Education, 11, 125–140.

    Google Scholar 

  • Rigg, C. (2018). Somatic learning: Bringing the body into critical reflection. Management Learning, 49(2), 150–167.

    Google Scholar 

  • Shrivastava, P. (2020). Global sustainability in the Anthropocene: The role of universities. In G. Magill & J. Benedict (Eds.), The global sustainability challenge (pp. 29–41). Cambridge Scholars Publishing.

    Google Scholar 

  • Styhre, A. (2004). The (re)embodied organization. Human Resource Development International, 7(1), 101–116.

    Google Scholar 

  • Tomkins, L., & Ulus, E. (2016). ‘Oh, was that “experiential learning”?!’ Spaces, synergies and surprises with Kolb’s learning cycle. Management Learning, 47(2), 158–178.

    Google Scholar 

  • Valtonen, A., Meriläinen, S., Laine, P., & Salmela-Leppänen, T. (2017). The knowing body as a floating body. Management Learning, 48(5), 520–534.

    Google Scholar 

  • van Dijck, J. (2014). Datafication, dataism and dataveillance: Big data between scientific paradigm and ideology. Surveillance and Society, 12(2), 197–208.

    Google Scholar 

  • Verbeek, P. (2020). Politicizing Postphenomenology. In G. Miller & A. Shew (Eds.), Reimagining philosophy and technology, reinventing Ihde (pp. 141–155). Springer.

    Google Scholar 

  • Wacquant, L. (2005). Carnal connections: On embodiment, apprenticeship, and membership. Qualitative Sociology, 28(4), 445–474.

    Google Scholar 

  • Walsh, Z., Böhme, J., & Wamsler, C. (2020). Towards a relational paradigm in sustainability research, practice, and education. Ambio, 50(1), 74–84.

    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.

    Google Scholar 

  • Webster, J., & Hackley, P. (1997). Teaching effectiveness in technology-mediated distance learning. Academy of Management Journal, 40(6), 1282–1309.

    Google Scholar 

  • Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge University Press.

    Google Scholar 

  • Whitaker, J., New, J., & Ireland, R. (2016). MOOCs and the online delivery of business education What’s new? What’s not? What now? Academy of Management Learning & Education, 15(2), 345–365.

    Google Scholar 

  • Willems, T. (2018). Seeing and sensing the railways: A phenomenological view on practice-based learning. Management Learning, 49(1), 23–39.

    Google Scholar 

  • Wilson, J., Boyer O’Leary, M., Metiu, A., & Jett, Q. (2008). Perceived proximity in virtual work: Explaining the paradox of far-but-close. Organization Studies, 29(7), 979–1002.

    Google Scholar 

  • Yakhlef, A. (2010). The corporeality of practice-based learning. Organization Studies, 31(4), 409–430.

    Google Scholar 

  • Yu, J. (2018). The Taoist pedagogy of pathmarks: Critical reflections upon Heidegger, Lao Tzu, and Dewey. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-01605-0

    Book  Google Scholar 

  • Zhao, S. (2004). Consociated contemporaries as an emergent realm of the lifeworld: Extending Schutz’s phenomenological analysis to cyberspace. Human Studies, 27(1), 91–105.

    Google Scholar 

  • Zhao, S. (2015). Constitution of mutual knowledge in telecopresence: Updating Schutz’s phenomenological theory of the lifeworld. Journal of Creative Communications, 10(2), 105–127.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Leadership and Organization Studies, Karlshochschule International University, Karlsruhe, Germany

    Wendelin Küpers

Authors
  1. Wendelin Küpers
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Wendelin Küpers .

Editor information

Editors and Affiliations

  1. Oakland University William Beaumont School of Medicine, Rochester, MI, USA

    Stephen Loftus

  2. Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, QC, Canada

    Elizabeth Anne Kinsella

Rights and permissions

Reprints and permissions

Copyright information

© 2021 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Küpers, W. (2021). (Re-)embodied Digital Education Practices: Empirical Vignettes About Teaching and Learning in ‘Tele-co-presences’. In: Loftus, S., Kinsella, E.A. (eds) Embodiment and Professional Education. Debating Higher Education: Philosophical Perspectives, vol 8. Springer, Singapore. https://doi.org/10.1007/978-981-16-4827-4_13

Download citation

  • DOI: https://doi.org/10.1007/978-981-16-4827-4_13

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-16-4826-7

  • Online ISBN: 978-981-16-4827-4

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation