Abstract:

Humanistic Online Teaching is a theoretical model and approach for online instruction in higher education that was originally developed through an inductive heuristic research process by the researcher and supplemented with a longitudinal study, utilizing secondary content data analysis extracting themes from online student evaluations. Humanistic Online Education is a instructional approach that integrates old world wisdoms with new age technology across micro, mezzo and macro systems to bridge the personalization and instructor-student and student to student relationship gap between traditional on-campus education and distance learning, an area of online education that has been sharply criticized in the recent global expansion of MOOCs. Drawing on the theoretical foundation of humanistic psychology (Farson & Rogers, 1968; Rogers, 1995), systems theory (Berns, 2009), and cross-cultural collectivist wisdoms (Orpustan-Love, 2009; Orpustan-Love, 2013), the researcher posits that online higher education has the potential not only to compliment traditional on-campus instruction but enhance it globally on all three systemic levels.

On a micro level, representing relationships (ancestors), the instructor's use of self, character strengths, and online presence create a trusting, dynamic and engaging forum through accentuating non-verbal and verbal modes of communication. On a mezzo level, representing identity (home), peer discussions with thoughtful reflection, experiential learning, and small group exercises sharing life experiences build creative problem-solving, critical thinking and community support to form an online learning community. On a macro level, representing service (land), online education is a vehicle for access to affordable, high quality higher education that promotes social justice and socioeconomic equality by allowing non-traditional students the opportunity to receive advanced degrees while working, caring for families and participating in community activism. The latter, community activism is an underutilized area of online learning that has the potential to expand local coalition building that will strengthen not only the local, but the global village as well. Humanistic Online Teaching is a revolutionary but ancient model for transforming education in our contemporary society using traditional ways of knowing and being by promoting active citizenship and participation in human affairs.

References:
[1] Berns, Roberta (2009). Child, Family, School, Community: Socialization and Support, 8th Edition, Belmont, CA: Wadsworth Publishing
[2] Farson, R., & Rogers, C. (1968). Journey into Self. La Jolla, CA: WBSI
[3] Rogers, C. (1995). On Becoming a Person: A Therapists’ View of Psychology. New York, New York: Mariner Books
[4] Orpustan-Love, D. (2009) An Exploration into Basque Spiritualism: A Heuristic Study, Lamber Academic Publishing, Germany
[5] Orpustan-Love, D. (2013). The Three Portals: A Cross-Cultural Theory and Model for Social Work Practice. International Journal of Interdisciplinary Organizational Studies, Volume 7, Issue 3 http://ijiost.cgpublisher.com/product/pub.259/prod.13\
[6] Orpustan-Love, D. (2013) 10 First Impressions: Personalizing the Diverse Online Classroom. Proceedings from EDULEARN13: 5th International Conference on Education and New Learning Technologies. International Association of Technology, Education and Development (IATED), pp. 5960-5964