Learning is Compromised during Remote Instruction --- A Social Cybernetic Analysis

Abstract

The COVID-19 pandemic has cast into stark relief challenges to student learning during remote relative to in-person school classroom instruction. These effects can be understood from a social cybernetic perspective --- there are design limitations inherent to E-learning environments that compromise social cooperation essential to the learning process. Social cybernetics offers a comprehensive framework for understanding the patterns of social cooperation inherent to student, instructor and classmate interactions with each other, and with educational institutions, in both physical and virtual learning environments.