Creating engaging and stimulating learning experiences in online higher education can be challenging due to the lack of physical presence and the routine nature of digital interactions. However, integrating elements of awe into online courses can transform the educational experience by revitalizing student engagement and fostering a conducive environment for curiosity and lifelong learning. When we can show students that the extraordinary has a place in their online academic journey, educators can ignite a sense of awe, thus leading to elevated learning, collaboration, critical thinking, and ideas exchange.
The Impact of Awe on Emotional Well-Being and Social Behaviors in Online Settings
Awe, an emotional response to stimuli that challenge our usual way of seeing the world, can be triggered through digital mediums that present vastness, beauty, or wonder. Maxwell (2017) discusses how awe leads to emotional uplifts, enhancing well-being by fostering feelings of connectivity and reduced self-focus, which is crucial in the isolated online learning environment. Prade and Saroglou (2016) also note that awe promotes generosity and empathy, thus increasing collaboration. With enhanced openness and empathy, a sense of awe in a virtual learning environment reduces barriers and makes students more apt to receive new ideas and perspectives. As educators, these attributes translate to more robust, enriching online discussions, thoughtful and empathetic communication, and active listening.
Awe as a Catalyst for Curiosity and Interdisciplinary Learning in Online Higher Education
Integrating awe into online curricula can be a powerful catalyst for curiosity and interdisciplinary learning. The traditional notion of choosing a single path can be challenged by the concept of multipotentiality, a term vastly explored by Emilie Wapnick (2015). By encouraging curious thought and breaking through traditional silos in virtual learning environments, educators have the unique opportunity to use awe as an impetus for cross-disciplinary curiosity and collaboration that can lead to a deeper, more meaningful learning experience (Greater Good for Education, n.d.). For instance, virtual reality experiences of natural wonders can prompt questions about geography, ecology, and physics, leading to rich, interdisciplinary discussions that engage students far beyond traditional lectures — these can all contribute to students thinking outside the purview of their comfort zones and engage with new material, fields of study, and alternative perspectives.
Practical Approaches to Integrating Awe in Online Higher Education
While the concept of awe might seem abstract, educators can leverage digital technologies to create awe-inspiring experiences that transcend traditional online learning limitations and create avenues for a deeper connection to course material. Various multimedia resources are at our fingertips, such as virtual reality tours, interactive simulations of historical events, the integration of arts, the exploration of alternative fields of study, or showcasing new or cutting-edge research or inventions in a chosen area. The art of storytelling and other narrative approaches, such as case studies, personal stories, or inviting guest speakers, can also help students connect with course content and integrate their passions and interests into real-world examples of their worldviews and perspectives. These practical and accessible approaches can significantly enhance the engagement and effectiveness of online higher education by making learning more vivid and emotionally resonant.
Integrating awe into online higher education strategies significantly enhances the learning experience by fostering emotional well-being, encouraging prosocial behaviors, and igniting a passion for lifelong learning. As educators, cultivating an environment where awe and wonder are integral can transform educational practices, making online learning a more engaging, enjoyable, and deeply fulfilling journey for students.
Prof. Jason Waldow has a master’s in business leadership communications and a master’s in communications education. He has taught communications for over 20 years in both in-person and online settings. His current research centers on executive function, specifically the communication process involving TBIs and learning obstacles. Recently, he has started to explore research involving communication and environment, specifically focusing on young learners. He enjoys working with local nonprofits that help at-risk youth and has been involved with the Big Brother Big Sister organization for many years.
Lindsey Jarvie is a curriculum content editor and adjunct communication instructor. She holds a bachelor’s in communication and a master’s in global communications. Lindsey’s continued research efforts include strategic collaboration, organizational communication, and change management. In addition to working in higher education, Lindsey also works in the nonprofit sector, serving sex trafficking victims and serving her local community with Girl Scouts of America and local school involvement.
References
Greater Good for Education. (n.d.). Awe for adults. University of California Berkeley. https://ggie.berkeley.edu/my-well-being/awe-for-adults/
Maxwell, J. A. (2017, July). The power of awe: Putting its benefits to work. Wharton@Work. https://executiveeducation.wharton.upenn.edu/thought-leadership/wharton-at-work/2017/07/the-power-of-awe/
Prade, C., & Saroglou, V. (2016). Awe’s effects on generosity and helping. Journal of Positive Psychology, 11, 1–9. DOI: 10.1080/17439760.2015.1127992
Wapnick, E. (2015, October 2). Why some of us don’t have one true calling [Video]. TED Conferences. https://www.ted.com/talks/emilie_wapnick_why_some_of_us_don_t_have_one_true_calling