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E learning potency in addressing lad

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Learning Anxiety Disorder (LAD) is a new concept that emerged from one of my research projects. It is a derivative of Social Anxiety Disorder (SAD) which is LAD's parent notion. The formational components of LAD include unwarranted self-consciousness, misplaced ego, shyness, anxiety, nervousness, and phobia for socially involved learning.

The effects of LAD manifest in strong aversion for learning and evasion of anything having the form of socially-involved learning; also included are depleted interest in learning adventures, unsettling anxiety and nervousness that often result in significant diminution of cognitive abilities.

Kindly join in reviewing this presentation on the subject, but ensure you do it alongside the research report which examined in a little more details how the Personal Learning Environment (PLE) attributes of the e-learning framework can be effectively applied in dealing with the LAD challenges. It will be great to also know your thoughts and findings.

Published in: Education
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E learning potency in addressing lad

  1. 1. INTRODUCTION PhD. Information Technology, Texila American University (TAU) Email: iykye@yahoo.com
  2. 2. The Problem: How can Learning Anxiety Disorder (LAD) in adults be addressed using the Personal Learning Environment (PLE) attribute of IT innovations within the e-learning framework? ―…despite the recent technological advances in social communication, and the fact that social bonding is a crucial psychological aspect of being human, there are certain individuals for whom social interactions are difficult, leading to real-life anxiety. Although they crave the company of others, socially anxious individuals shun social situations for fear of being found out as unlikable or worse‖ (Farfan, 2013).
  3. 3. Summary of the Study This research provides a deep insight into:  What Learning Anxiety Disorder (LAD) is;  How LAD affects people prone to the negative effects of socially-involved learning;  Why and how the Personal Learning Environment (PLE) and other active components of IT innovations within the e- learning education framework can be effective as a solution to those that are susceptible to LAD;  How policymakers, education community and learners in the information age can effectively capitalize on these attributes to build better policies, education delivery and learning strategies, and solutions for enhanced efficiency and general learning outcome.
  4. 4. So What?
  5. 5. What: LAD is a branch of Social Anxiety Disorder (SAD) that bothers on significant amount of fear directly relating to socially-involved learning. How: LAD is a product of severe shyness, unwarranted self-consciousness, misappropriated Ego, nervousness or other forms of socially-induced phobia that inhibits learning adventures. Learning Anxiety Disorder (LAD) LAD is expressed in strong aversion for and evasion of socially-involved learning, depleted interest in learning adventures, unsettling anxiety, and significant diminution of cognitive abilities.
  6. 6. Complications of persisting unwarranted self-consciousness, severe shyness, nervousness, Sophophobia, or misappropriated ego resulting in anxiety can obstruct learning adventures, or impair cognitive abilities? "The effects of stress on memory include interference with a person's capacity to encode memory and the ability to retrieve information" (de Quervain et al, 1998). "The impact of anxiety on cognitive function is a major contributing factor to these costs; anxiety disorders can promote a crippling focus upon negative life-events and make concentration difficult, which can lead to problems in both social and work environments" (Robinson, Vytal, et'al, 2013). LAD impacts
  7. 7. "Many different types of medications are used in the treatment of anxiety disorders, including traditional anti-anxiety drugs ....These drugs can provide temporary relief, but they also come with side effects and safety concerns—some significant. They are also not a cure. In fact, there are many questions about their long-term effectiveness. According to the American Academy of Family Physicians" (Helpguide.org 2016). Helpguide.org (2016), Anxiety Medication: The role of medication in anxiety treatment; accessed from: https://www.helpguide.org/ articles/anxiety/anxiety- medication.htm LAD: psychotropic medication can’t work PLE is shaped after cognitive or psychological therapy; because LAD’s underlying causes are 100% emotional, PLE is 100% safe and also efficient when purposefully applied agains LAD. psychotropic (synthetic or herbal) medication have been determined to be incapable of providing real cure without side effects.
  8. 8. BACKGROUNDS
  9. 9. o Shyness is the source of nervousness, stress, and anxiety in social interactions which seriously interferes with the individual’s pursuit of interpersonal goals. o It sometimes prevents people from social interactions, shy people have difficulties making friends and in expressing themselves publicly. Shyness as a Major Component of Learning Anxiety Disorder (LAD) SHYNESS: Shyness as a key component of LAD is a feeling of serious emotional discomfort resulting from unwarranted self-consciousness which causes an inhibition of free expression in socially-involved engagements Adopted from: http://www.fasthomeremedy.com/what- is-social-anxiety-disorder-causes-symptoms/ Severe shyness is an extreme case that degenerates into LAD, and it totally inhibit people from engaging in any activity that involves others whereby they may be a subject of attention.
  10. 10. Misappropriated ego in LAD is a psychological issue associated with socially-involved learning in adults whereby an adult learner refuses to yield to any learning need when it involves individuals whom the learner has given an impression of an exalted self-worth particularly in knowledge or power. Ego-related LAD manifest mostly in adults in the form of strange display of apathy, desperate avoidance of socially-involved learning adventures, use of aggression to suppress learning challenges, attitude of too busy to be involved. Ego as in Learning Anxiety Disorder (LAD) Learning Anxiety Disorder (LAD) was discovered as a major impediment to learning and sound cognitive operations for shy, self-conscious, and ego-centered people. LAD reflects the reason why some people avoid socially-involved learning in attempt to ensure that their peculiar psychological challenges are not discovered.
  11. 11.  LAD is anxiety disorder that centres principally on fear of socially–involved learning rooted on grave concerns about humiliations that may result from failure to perform as expected.  LAD is not necessarily fear of social interactions from the general point of view; therefore, it is not Social Anxiety Disorder (SAD). LAD is not SAD "symptom can also be described as not being able to remember new information the way you are used to or think you should. The difficulty retaining new information can be so apparent that it may startle you. ... learning impairment symptom can come and go rarely, occur frequently, or persist indefinitely. ...can precede, accompany, or follow an episode of nervousness, anxiety, fear, and elevated stress ..." (Folk J. & Folk, 2016).
  12. 12. LAD is also not fear of confronting the labor of learning which occurs mostly under private learning space; therefore, LAD is not Sophopbobia  SOPHOPHOBIA bothers on anxiety or distress resulting from one’s irrational assessment of his or her inability to go through the rigors of learning, decode new information, learn, or retain knowledge. SOPHOPHOBIA will more appropriately be associated with mental laziness instead of shyness as the root cause.  LAD bothers on the complications (disorder) resulting from the fear of other people’s judgement of the individual’s inability to learn like others and the resulting embarrassment when the learner’s deficiencies become known. How does this impact learning and cognitive abilities? ―during times of stress, the body reacts by secreting stress hormones into the bloodstream. Stress can cause acute and chronic changes in certain brain areas which can cause long- term damage" (Henckens, Hermans, et’al 2009). LAD is not SOPHOPHOBIA
  13. 13. PERSONAL LEARNING ENVIRONMENT (PLE) AND ITS DYNAMICS
  14. 14. The Personal Learning Environments (PEL) is an IT innovation enabled feature within the e- learning framework whereby the learner is not constrained into a preset rigidly structured learning environment as in the traditional classroom, but the learner is at liberty to set or customize his/her learning environment to suite the learner’s peculiar needs. The E-learning PLE environment’s edge is further deepened by its integration with powerful and dynamic learning tools like e-libraries, electronics journals, knowledge repositories, e-encyclopaedias, the wiki information gateways, digital learning objects and teaching aids of divergent classes and natures, highly scaled interactive, collaborative and networking platforms. UNDERSTANDING THE PERSONAL LEARNING ENVIRONMENT (PLE) AND ITS DYNAMICS
  15. 15. PLE as an indefinable IT element is making significant contributions in shaping the evolution of the e-learning concept and its communal adoption by:  Empowering the learners to take full control of their learning environment.  Enabling dynamism in its applications - can be tweaked to deliver effective solutions for certain psychological issues like Learning Anxiety Disorder (LAD) that impair learning. Overall, the PLE features enable E-learning to deliver more excellent results and support for those susceptible to LAD. There is not much that can be done in an instructor led class that the e-learning framework cannot also using web 2.0 tools in a PLE structured learning environment. UNDERSTANDING THE PERSONAL LEARNING ENVIRONMENT (PLE) AND ITS DYNAMICS
  16. 16. The e-learning concept through its dynamic PLE offers constructive Social and collaborative virtual learning where ideas are shared without limitations, even with its sheild of privacy. Its start from virtual to real is the key. Dynamically Applying Personal Learning Environments (PLE) Against LAD Adapted from: https://collaborativegrouplearning.com/2015/06/04/159/ There is great strength in the dynamic interactive and learning collaborative platform structured for robust discussion forums that are more accommodating and sweeping in ensuring participants are even more involved than the regular learning models, yet it still provides the learner an effective shield of privacy.
  17. 17. METHODS
  18. 18. METHODS APPLIED IN THE STUDY The following methods were employed in this study: 1. Synthesizing of academic materials from related research works; 2. Analyses of observational data from people engaging in e-learning and regular studies; 3. Examination of accounts of individuals that consider themselves susceptible to LAD, and review of personal experiences in e-learning and conventional studies; 4. Online surveys conducted using web survey portal for managing the questionnaires and social media platforms for reaching out to responders. Survey focus: A. If shyness, ego or phobia creates anxiety for socially- involved learning resulting in LAD; B. if Personal Learning Environment (PLE) can be of significant help in addressing LAD when purposefully structured and rightly applied. The survey has 21 questions, some questions are structured to gain an insight into the backgrounds of the responder while some are structured to provide the responder with an insight and a lead for the understanding of subsequent questions considered critical to the enquiry. The few questions presented here are selected because of their direct bearing to the subject matter. Complete survey report can be accesses through: : https://www.surveymon key.net/results/SM- NLQDVJ2N/
  19. 19. RESULTS
  20. 20. Results Q15: Do you think that there are people who are NATURALLY VERY SHY to the extent of not wanting to learn something new in the presence of others so that their level of ignorance will not be discovered and they become ridiculed? Q18: Do you think there are people that are naturally POMPOUS OR FULL OF EGO to the extent of not wanting to learn something with some class of people so that they are not humbled, disgraced or disrespected when their ignorance is discovered? Q16: Do you think that such situation (as described in question 15) can really prevent some people from participating or inhibit them from performing well in a class involving face-to-face learning? Q17: Do you think that such people (as described in question 15 above) can learn better if they are giving a kind of cover that does not bring them into physical contact with people they are supposed to learn from so that their weaknesses or ignorance are not exposed? Online survey reports: https://www.surveymonkey. net/results/SM-NLQDVJ2N/ Over 116 persons took that survey and responses indicates that the notion of Learning Anxiety Disorder is real. The adult learner can use PLE to overcome the challenges of learning anxiety disorder by creating a suitable personalised learning environment that shields the learner from the negative impacts of socially-involved learning.
  21. 21. Reults Q20: Do you think that such people (as described in question 15 and 18) can learn better if they are giving a kind of cover that does not bring them into physical contact with people they are supposed to learn from so that their weaknesses are not exposed? Answered: 89 Skipped: 3 Q21: Do you think that e-learning (online studies) will be able to provide such people (as described in question 18) with this kind of protective cover as it is not usually a face-to-face learning, and understanding that they are shielded will make them to want to try learning? Answered: 89 Skipped: 3
  22. 22. Paraphrased excerpts: In addition to flexibility, accessibly and cost-effectiveness, emphasis is now laid more on participatory and collaborative learning as a culture. Web 2.0 is offering very powerful learning environments that enable learners to also participate in the creation and pruning of knowledge at the same time (An Y. –J, Aworuwa, et'al 2009). How E-Learning uses PLE to overcome LAD  Avails a multiplexed interactive learning platform created within a personal Learning Environment  In the most critical stages of learning, it eliminated the crowd, provides the required personal space for experimenting within a shield;  The learner is at liberty to determine when he/she is ripe for socially-involved learning;  Within a protective shield, learners acquire personal development that eliminates their concerns and enhances their confidence level that assures preservation of self-esteem This also eliminates the grand challenge in giving everyone a chance to make contributions in a regular classroom due to time, space and resource limitations.
  23. 23. CONCLUSION
  24. 24. CONCLUSION “Intelligent Tutoring Systems (ITS) are programs that possess a knowledge-base on certain subject matter …designed to transmit this knowledge to students by an interactive individualized process that emulates a human teacher or tutor guiding a student in his learning process. (Gascueña’ & Fernández-Caballero A. 2005). E-learning phenomenon was examined E-learning phenomenon was found to have silent but active elements that is revolutionalizing learning in the information age Learning Anxiety Disorder LAD was discovered The reality of anxiety disorders that negatively impact learning was established as psychological problems that naturally impair learning and cognitive abilities. Dynamically Applying Personal Learning Environments (PLE) Against LAD PLE as a blend of learning platforms with the web 2.0 interactive and collaborative tools and tailored artificial intelligence (AI) applications can be structured to effectively support private learning. Solution The adult learner can use PLE to privately learn, deeply research the subjects within a private environment, and adequately prepare thereby building strategies and confidence to overcome shyness, phobia, nervousness or performance related anxiety.
  25. 25. IT innovations avail adaptable real-world solutions that can be easily tweaked to deliver beyond their original set goals. PLE is an intangible element that bothers on the nonphysical attributes of the learning environment structuring and customization. The web 2.0 mediated e-learning platforms provide advanced tools for “...learning from experiences resulting directly from one’s own actions, as contrasted with learning from watching others perform, reading others’ instructions or descriptions, or listening to others’ instructions or lectures” (Reese, 2011). MAJOR IT INNOVATIONS INFLUENCING THE E-LEARNING GROWTH: PLE How can learning not be better under this kind of setting?
  26. 26. FUTURE WORKS
  27. 27.  Empirical assessment of LAD’s underlying principles for deeper insights.  Examination of Learners’ susceptibility to LAD and other factors like genetic formations and specific ways to help those with very complicated cases who may not be computer savvy.  How the Personal Learning Environment (PLE) elements can be effectively harnessed to form a fully integrated tailored LAD solution Future works CURRENT AND FUTURE STEPS LAD is a conception of this project. Therefore, as an emerging notion that was nonexistent, a lot more research work need to be done to avail readers with deeper understanding of this concept, how it affects learners, how progress can be measured when dynamic PLE is used as a therapy, and what peculiar circumstances that require special approach.
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  29. 29. Henckens, M. J. A. G.; Hermans, E. J.; Pu, Z.; Joels, M.; Fernandez, G. (12 August 2009). "Stressed Memories: How Acute Stress Affects Memory Formation in Humans". Journal of Neuroscience. 29 (32): 10111–10119. doi:10.1523/JNEUROSCI.1184-09.2009. PMID 19675245. Hendricks L., Bore S., et’al (2013), The Effects of Anger on the Brain and Body; NATIONAL FORUM JOURNAL OF COUNSELING AND ADDICTION, VOLUME 2, NUMBER 1, 2013; retrieved from: http://www.nationalforum.com/Electronic%20Journal%20Volumes/Hendricks,%20LaVelle%20The%20 Effects%20of%20Anger%20on%20the%20Brain%20and%20Body%20NFJCA%20V2%20N1%202013.pdf Kasper A. G. (2012), Shyness in the Classroom and its Impacts on Learning and Academic Functions; Thesis; retrieved from: http://www2.uwstout.edu/content/lib/thesis/2012/2012kaspera.pdf Ken Graetz (January 1, 2006), The Psychology of Learning Environments; retrieved from: http://er.educause.edu/articles/2006/1/the-psychology-of-learning-environments Lipka R. P. & Brinthaupt T. M. (1992), Self-perspectives Across the Life Span, p. 228, SUNY Press, 1992 ISBN 978-0-7914-1003-5 Robinson O.J., Vytal K., et'al (2013), The impact of anxiety upon cognition: perspectives from human threat of shock studies; Front Hum Neurosci. 2013; 7: 203; Published online 2013 May 17. doi: 10.3389/fnhum.2013.00203, PMCID: PMC3656338 Ryan Hannah (2013), The Effect of Classroom Environment on Student Learning. Lee Honors College: Honors Thesis; retrieved from: http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3380&context=honors_theses Reese H. W. (2011), The Learning-by-Doing Principle; the American Psychological Association: BEHAVIORAL DEVELOPMENT BULLETIN VOL. 11, 2011 ISSN: 1942-0722; retrieved from: http://psycnet.apa.org/journals/bdb/17/1/1.pdf psychwiki.com (2010), Self-handicapping; retrieved from: http://www.psychwiki.com/wiki/Self- handicapping Thompson K. R., Wesley A. H., Sanchez D. J., et'al (2014), Ego Depletion Impairs Implicit Learning; retrieved from :https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4183724/# Cole R., Carmell T., et'al (1998), Intelligent Animated Agents for Interactive Language Training; https://mambo.ucsc.edu/wp-content/uploads/sites/158/2015/02/still98.pdf Xiaojing Liu, Curt Bonk, et’al (2011), An investigation of Flow Experience in Virtual Learning Teams; International Journal of Instructional Technology and Distance Learning; November 2011, Vol. 8. No. 11. http://www.itdl.org/Journal/Nov_11/Nov_11.pdf Yun-Jo An, Bosede Aworuwa, et'al (2009), Teaching with Web 2.0 Technologies: Benefits, Barriers and Best Practices; Retrieved from: http://www.aect.org/pdf/proceedings09/2009/09_1.pdf References:

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