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What is Implicit Cognitive Vulnerability

Handbook of Research on Creating Motivational Online Environments for Students
This is a theory that has been under development by one of the authors. The recognition that long-term memory may be impacted by the learning environment’s ability to be supportive and equally allowing the cognitive vulnerability of each learner. Learning environment trauma may impact the learner’s ability to maintain and retain new knowledge and information in long-term memory.
Published in Chapter:
Relational Discourse Connects Strength, Weakness, Opportunity, and Threats in Online Course Design: Designing Motivational Collegial Engagement
James Dillard (University of Calgary, Canada) and Caroline M. Crawford (University of Houston-Clear Lake, USA)
DOI: 10.4018/978-1-6684-4533-4.ch007
Abstract
Online learning environments are a vulnerable space, for learners as well as for course instructors. Online environments are frequently pre-designed spaces in which traditional and non-traditional learning experiences occur, removing the natural ability to pivot and shift the instructional process that is naturally occurring within traditional face to face learning environments. Recognizing this, the importance around course design towards learner engagement and underlying motivational supports become stronger imperatives. The authors come together as instructors, learners, and instructional designers, to discuss the experienced strengths, weaknesses, opportunities, and threats towards motivational collegial engagement in online course design. An aligned Unalome reference supports the progressive journey of motivational collegial engagement, from beginnings of motivational engagement through the path that leads into collegial engagement and future potentials.
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