Annotated bibliography: Topic: Mindfulness and education/Mindfulness and academic performance The purpose of this annotated bibliography assignment is for you to start to prepare for the final researc

M in dfu ln ess P ra ctic e s i n O nlin e L earn in g: S u pportin g L earn er S elf - R eg u la tio n Agnie szka (A ga) P ala la s, C hris tin a K ara ka nta T he J o urn al o f C onte m pla tiv e In quir y ( 7 )1 C it e t h is p aper Get t h e c it a tio n in M LA , A PA , o r C hic ag o s ty le s Dow nlo aded f ro m   Academ ia .e du   R ela te d p apers M in dfu ln ess in O nlin e a nd B le nded E ducatio n A nasta sia M avra ki C onte m pla tiv e M in d in H ig her E ducatio n T he 1 1 t h A nnual A CM HE C onfe re nce K ir s te n M undt D is sert a tio n P ro posal: A N A UT OET HNO GRAPHIC I N Q UIR Y A BO UT W HAT T RANSFO RM S I N T RANSFO R … La ure l T ie n D ow nlo ad a P DF P ack o f t h e b est r e la te d p apers    Mindfulness Practices in Online Learning: Supporting Learner Self-Regulation Agnieszka Palalas, Anastasia Mavraki, Kokkoni Drampala, Anna Krassa, Christina Karakanta Athabasca University This collective autoethnography discusses the eects of mindfulness practices integrated into an online Master of Education course at a Canadian Distance Education university. While the M.Ed. program is designed to address challenges typically associated with online courses, such as spatial and temporal distance, lower levels of synchronous interaction with peers and instructors, balancing exibility and autonomy, as well as feeling isolated, the authors initially found themselves overwhelmed by the pressures stemming from competing responsibilities and emotional demands of being an online learner. They report on how the mindfulness practices, introduced mid-way through the program, impacted their online learning experience and their personal lives beyond the program.

One of the key aspects of the marked growth was their improved self- regulated learning (SRL) skills that are essential for online learners.

The chief mindfulness-supported habits that the authors found to positively aect the forethought, performance, and self-reection processes were enhanced intrinsic motivation, self-awareness, and a mindful approach to time management.

T his autoethnographical report reects on our learning in the Master of Education (M.Ed.) program at a Canadian online university be - tween September 2016 and April 2018. During that time, we partic - ipated in ten online courses that culminated with e-portfolio artifact s and presentations. We, four graduates of the program, report on the eects of mindfulness practices in online learning as experienced by the student and explored under the guidance of our instructor, Dr. Aga. She intro - duced us to these contemplative practices which signicantly impact ed our online learning experience and our lives beyond the program—prac - The Journal of Contemplative Inquiry, 7(1). (2020). © The Center for Contemplative Mind in Society. 248 THE JOURNAL OF CONTEMPLATIVE INQUIRY .

Vol. 7, No. 1, 2020 tices that helped us to better connect on an emotional, meta-cognitive, psychological, and creative level and to fully listen to our selves and oth- ers, practices that helped us be aware, be with the pleasant or unpleasant without fear, with choice, always in the midst of change. The M.Ed. program is housed at Athabasca University (AU), a dis - tance learning university of 50 years and one of the world’s leading open universities. The program’s primary focus is on “learning that helps stu - dents overcome the barriers of time and space” (Athabasca University, 2020). All M.Ed. courses are oered online employing a variety of learn - ing platforms and communication tools to enable exible yet connected learning. The M.Ed. and Ed.D. programs at AU are designed to address challenges typically associated with online courses, including but n ot limited to spatial and temporal distance; lower levels of synchronous i n- teraction; balancing exibility and autonomy; and feeling isolated an d overwhelmed, especially when new to digital learning (Palalas, 2017 ).

The M.Ed. program opened its doors to a cohort of students from Greece; we were amongst the group who joined in 2016. In the fall of 2017, we joined Dr. Aga’s course, Introduction to Mobile Learning (“the M-learning course”). Dr. Aga had taught us earlier M.Ed. courses, but this one was unique in that it was redesigned to include mindfulness strate - gies. Dr. Aga was exploring how mindfulness strategies, already proven successful across a variety of face-to-face educational contexts (Ba rbezat & Bush, 2014; David & Sheth, 2009; Palalas et al., 2018, p. 87), could be incorporated into online environments to enhance the digital lea rning experience. Selected mindfulness-based practices (described below) were employed to support student metacognitive skills and rst-pe rson investigations through which to foster awareness, concentration, a nd in- sight by way of critical self-inquiry and connection with others. As demonstrated herein, these practices positively aected our experience during and beyond the course, both in our personal and professional lives. We ensured rigour and accuracy when analyzing our experience to avoid negative eects of “mindfulness hype” (Van Dam et al., 2018). In retrospect, it took time to develop and fully appreciate some new mind habits enabled by these practices. The perceptions presented in this article have been enriched by the perspective of time; our story MINDFULNESS PRACTICES IN ONLINE LEARNING 249 chronicles the evolution of these perceptions from before the M-learn ing course until the completion of this article. One of the key aspects of our growth was the improved learner self-regulation skills that are essential for online learners (Wong et a l., 2019). This article highlights the importance of self-regu lated learning (SRL; dened below) in our Distance Education (DE) experience and how mindfulness practices supported various aspects of SRL. The reporte d ndings arose from the dialogue on experiences documented in our personal journals, individual self-inquiries, group discussio ns, and the process of writing two collective autobiographies.

DEFINITION OF MINDFULNESS The denition adopted for this study was put forth by Jon Kabat-Zinn (1994) who introduced a secular-clinical mindfulness-based stress re - duction (MBSR) intervention in 1990. He dened mindfulness as “the awareness that emerges through paying attention on purpose, in the present moment, and nonjudgmentally to the unfolding of experience moment by moment” (Kabat-Zinn, 2003, p. 145), inviting us to give full intentional attention to the here and now (including the surroundings , our feelings, emotions, and their impact), and to be open and accept - ing to whatever comes up. Kabat-Zinn (2003) also distinguished seven attitudinal foundations of mindfulness practice, namely, non-judg ing, patience, beginner’s mind, trust, non-striving, acceptance, and lett ing go. Well-designed mindfulness practices “at their root [have] p ractices in strengthening attention” (Goleman & Davidson, 2017, p. 30 6). Mind- fulness requires regular “mind training” through mind-body practic es such as mindful breathing, yoga, meditation, art, dance, and more (Er - gas, 2019). Paying attention out of choice is particularly important in t he online learning space where our minds are distracted and overwhelmed by numerous competing stimuli, oen deliberately designed to grab our attention without consent (Levy, 2016; Palalas, 2018).

MINDFULNESS PRACTICES IN THE M-LEARNING COURSE Our experience and reections stem from the M-learning course—one of the electives in the online M.Ed. program, which comprised te n 13-week courses and culminated in an e-portfolio. The course invited students 250 THE JOURNAL OF CONTEMPLATIVE INQUIRY .

Vol. 7, No. 1, 2020 to experience rsthand M-learning pedagogy, technology, and instruc - tional designs, oering a cross-platform option of accessing it both on tethered computers and mobile devices. There were seven units, two individual and two collaborative assignments, seven discussion fo rums, and four 90-minute synchronous Adobe Connect sessions, which stu - dents were encouraged to attend in real time; they were recorded for those who could not participate in the live events. The course had been rened in its last three iterations to incorporate evidence-based mindfulness-based activities and resources, both asyn- chronous and synchronous. The teaching and learning strategies had been updated to create an inviting virtual space where students wou ld feel connected yet unrestricted, challenged yet supported—a meeting place characterized by openness, exibility, and responsibility for on e’s own learning. Dr. Aga guided us through our learning journey, raising the bar and gradually removing scaolds whenever we were ready. The course design was imbued with her caring presence. It was underpinned by the Community of Inquiry (CoI) framework (Garrison, Anderson, & Ar - cher, 2001), a process-oriented approach that promoted higher lev els of cognitive, teaching, and social (including emotional) pre sence. Based on collaborative constructivist principles, the course design suppor t- ed students in gradually becoming self-directed learners wit h strong self-regulation skills. That required consistent learner partici pation in dis- cussion forums and interaction through group activities (communicat ion and collaboration) leading to knowledge co-creation (Vygotsky, 198 0).

Once predominantly asynchronous, with advancements of technology and shis in online pedagogy, online learning has increasingly blended synchronous and asynchronous spaces and opportunities to harmon ize individual and collaborative learning. Dr. Aga actively guided us in th e process and monitored our individual progress to gauge learners’ read - iness to become increasingly autonomous so that some scaolding and supports could be progressively removed. The main mindfulness practices included the following:

• introduction to mindfulness concepts and practice through a Mindfulness Discussion Forum and two synchronous meetings , including resources, discussions, and group inquiry; MINDFULNESS PRACTICES IN ONLINE LEARNING 251 • three- to 10-minute meditation at the opening of live sessions followed by debrieng, check-ins, and intention setting; • selected practices from the Greater Good in Action website (https://ggia.berkeley.edu ), mainly loving-kindness, mindful breathing, raisin meditation, body scan, walking meditations, and pausing for individual practice outside of the class time with encouragement/reminders for daily practice; • self-reection through journaling, notes to self, and self-inquir y prompted by questions regarding individual understanding of authentic meaningful learning; • mindful listening and speaking practices (small group guided activities in live sessions); • creating a safe online learning environment based on collective understanding of “safe” and an invitation to trust the process, trust self-knowing, and trust the learning community, guided by “exible structure” that oers space for individual learning and guideposts to motivate and show the direction; • virtual reminders, questions to ponder, and encouraging notes (via reminder.com); • digital wellness tools to minimize distraction and focus atten - tion on “the now ” and the task at hand (e.g., a reminder to close all the other soware windows when in the Adobe Con - nect session; negotiated oine time for “digital detox” with no expectation from the students or teacher to be online); • invitation to exercise choice based on awareness of self and cir - cumstances (e.g., choice of assignment topics, format, and due date extensions); • mindful feedback from the instructor based on dialogue and inquiry; • “mindful, respectful, and relational language to express mes - sages of support, gratitude, and compassion, balanced out with constructive feedback and critique” (Palalas et al., 2018, p. 88). 252 THE JOURNAL OF CONTEMPLATIVE INQUIRY .

Vol. 7, No. 1, 2020 More detailed description and discussion of these practices is avail - able in Palalas et al. (2018). SELF-REGULATED LEARNING Self-regulated learning (SRL) skills, explored in traditional learn ing con- texts since the 1980s (e.g., Zimmerman,1989), have been also viewed as critical in online learning that is characterized by higher levels of learn er autonomy and physical absence of the instructor (Lehmann, Hähnlein, & Ifenthaler, 2014). Zimmerman (2008), a key researcher of the notion, de - scribed SRL as “the self-directive processes and self-beliefs that ena ble learners to transform their mental abilities, such as verbal aptitude, in to an academic performance skill, such as writing” (p. 166). Zimmerman ob - served that these proactive processes “stem from advantageous motiva - tional feelings and beliefs as well as metacognitive strategies” (p. 167 ).

To activate these processes, learners need “personal initiative, pe rsever- ance, and adaptive skill” (p. 167). Panadero (2017) advocated for a holis - tic approach when considering SRL and its many dimensions, including cognitive, metacognitive, behavioral, motivational, and emotiona l, and how they interrelate to aect learning. While there are various models of SRL, the cyclical phases model by Zimmerman and colleagues (Zimmerman, 2000; Zimmerman & Campil - lo, 2003) has been most common in the digital learning literature (Palalas & Wark, 2020; Wong et al., 2019). Underpinned by social cognitive theory, the model comprises three phases: forethought, performance, and self-reection. It emphasizes “both motivational factors and lea rn- ing strategies in highly autonomous learning environments” (Wong et al., 2019, p. 357) such as online learning. The model underwent some renements in Zimmerman and Moylan (2009) and the resultant three cyclical phases included the following processes:

• forethought: task analysis (i.e., goal setting and strategic plan - ning) and self-motivation beliefs (i.e., self-ecacy, outcome expectations, intrinsic interest/value, goal orientation); • performance: self-control processes (i.e., task strategies, self-instruction, imagery, time management, environmental MINDFULNESS PRACTICES IN ONLINE LEARNING 253 structuring, help-seeking, interest incentives, self-conse - quences) and self-observation (i.e., metacognitive monitoring, self-recording); • self-reection: self-judgment (i.e., self-evaluation, causal at tri- bution) and self-reaction (i.e., self-satisfaction/aect, ada ptive/ defensive).

Through these phases, learners self-regulate their learning meta - cognitively, motivationally, and behaviourally. We asked ourselves wh at new mind habits—attitudinal, emotional, or behavioural—we developed during the course that allowed us to successfully participate in these SR L processes. We then documented our own perceptions on how mindful - ness-based practices aected our self-regulation in learning. METHODOLOGY: COLLECTIVE AUTOETHNOGRAPHY The chosen methodology for this study was collective autoethnography, which combines characteristics from both autobiography and ethnog - raphy. It allowed us to describe and analyze our personal experiences, extending the analysis, and building on the literature and theory (Ben - nett & Folley, 2014). It gave voice to individual perspectives captured in original stories, in our case resulting in a collective account, to advan ce sociological understanding and extrapolate wider social, politica l, and cultural meanings (Ellis, 1997, 2004; Wall, 2008). Autoethnography i s a transformative research that oers to science individuality and subje ctivi- ty; it requires vulnerability in order to change perceptions (Cus ter, 2014).

Autoethnography has proven to be appropriate for this exploration as it fosters empathy, embodies creativity and innovation, eliminates bound- aries, invites and honors subjectivity, and provides therapeutic be nets.

In this article, we describe our experience with mindfulness -based learning and teaching strategies implemented in an online course. The stories of the four of us have been combined and retold as a collective narrative. This shared experience commenced when Dr. Aga invited us to explore mindfulness and to approach the inquiry with curiosity and a “beginner’s mind,” to replace intellectual analysis with “rst perso n knowing,” and to document the experience and insights in a journal. An 254 THE JOURNAL OF CONTEMPLATIVE INQUIRY .

Vol. 7, No. 1, 2020 invitation from Dr. Aga to co-write and present a conference paper fol - lowed, which marked the beginning of this collective autoethnographi - cal process. We contributed our insiders’ perspectives based on individu al jour- nal entries and observations collected over two years starting in Sep - tember 2017 as well as our group oral and written communication (via Skype, face-to-face, emails, text messages, and telephone). We held regular Skype meetings and engaged in co-writing our autoethnogra - phy using Google docs. Thus, the rst collective narrative was crea ted through retrospective inquiry, conversation, and re-examination o f con- cepts and understanding which led to iterative rewriting of our story. Excerpts from our personal learning journals and researcher notes were merged into a collective database that we subsequently analyzed for key themes through systematic debrieng, sharing, negotiating t he meaning of our observations, and interpretations (Chang, Ngunjiri, & Hern andez, 2016)—our rst dra was thus created. The dialogue continued when we met to co-present our rst paper on mindfulness at an academic confer - ence in Poland in April 2018. We dug deeper into our experiences when rehearsing the presentation, co-presenting, and answering audience questions. These shared events became a source of further sel f-reexive inquiries into the concepts, processes, and feelings related t o the use of mindfulness in online education. As more questions and insights a rose, we made a decision to continue with this inquiry process, which proved to be both challenging and empowering. We decided to co-write a sec - ond autoethnography that documented our ndings focusing on the ef - fects of mindful practices on learner self-regulation. Next, in our multiple rewrites of the dra, we revisited and scrupu - lously analyzed all data, our personal accounts and discussions recorded in our notes, versions of the manuscript, and communication to identif y any emergent habits that promoted our SRL. This joint analysis and wr it- ing process led to the distillation of three key themes representing our most common shared reections that culminated in collective conclu - sions expressed as one voice. MINDFULNESS PRACTICES IN ONLINE LEARNING 255 STUDENTS’ STORY Meet the Students Student 1 (S1): 39 years old, married, working mother of one ten-year old girl, husband with MS, usually collaborating with three to ve dierent organizations, located in North Greece.

When I joined the M.Ed. program, it was because of in - ternal motivation. My job did not require me to, neither did I have any spare time. In fact, I had several doubts about it, and time management and nancial challeng - es were making me indecisive.…I made a call to ask if I could still enroll. When the secretary asked me if I was interested in the program, I felt awkward, not knowing the answer and I spontaneously answered: “I made the call, so I guess I want to take this program.

Student 2 (S2): 36 years old, married, mother of two: an eleven- year-old boy and an eight-year-old girl, working part time online, loca ted in Central Greece.

Self-improvement is a factor that plays a signicant role in my goal-setting. I aim at lifelong learning and being up-to-date in my eld. I considered this master’s pro - gram as a great opportunity to specialize in something new and learn about ways of integrating technology in my job. Also, I thought it was a great opportunity to broaden my teaching limits in multicultural environ - ments and pursue a better job position in distance edu - cation. The most interesting part, though, was that this program would be a step further to an academic career.

I was always fascinated by research and the creativity of academic work, but, due to family obligations, I had put aside this part for long.

Student 3 (S3): 31 years old, married, mother of a four-year-old boy, working full time in the public sector in the northern part of Greece. 256 THE JOURNAL OF CONTEMPLATIVE INQUIRY .

Vol. 7, No. 1, 2020 A couple of years ago I decided that it was a good time to start a postgraduate program. Aer a long research, I found that the M.Ed. at Athabasca fullled all my crite - ria. It seemed very interesting as distance learning was new in my country. It was very challenging…I would have the opportunity to improve my oral and writing skills in English while also become familiar with a dier - ent educational system.

Student 4 (S4): 42 years old, divorced, single mother of a sixteen- year-old boy, working full time as an elementary school teacher in Canada .

I entered this M.Ed. program pushed mainly by external motivation. The “rewards” at the end of the program (an increase in pay and employment perspectives) were the initial driving forces. It had been dicult nancially to raise my son as a single parent and I wanted to be able to provide more for my family. The choice of a distance education focus was the result of potentially expanding and diversif ying my employment opportunities, while the acquisition of a master’s meant an increase in my pay as an educator and the ability to become an administra - tor. I was also fond of the idea of having a master’s title, which, too, would serve as a reward for my hard work.

Embarking on the M.Ed. Journey Although we were experienced learners, early on in our DE journey we recognized a need to develop online-learning-specic skills to eect ive- ly meet the demands of the program. We needed to take responsibility, plan, monitor, and make strategic choices at each stage of the learning process, to a much greater extent than in traditional learning. The par - adox of the preconceived exibility of DE versus the actual scheduled deliverables, and the desired independence versus the reality of co - hort-reliance and interdependence, became obvious. The design of the M.Ed. courses encouraged us to learn deep and engage amply, and the resources and supports were there for us to interact with anytime any - where…but our own time and resources were running thin. MINDFULNESS PRACTICES IN ONLINE LEARNING 257 Before the beginning of the classes, I thought they would not be particularly dicult because the program was exible and without exams. However, the rst few weeks of my studies showed me how wrong my original assumption was. I started to realize that I had to devel - op a completely dierent way of learning. I understood what it meant for a class to be learner-centered and what it feels like to discover new knowledge. But that was not easy. I began to feel anxious. Due dates were close, and I did not have time to participate in the fo - rums while the use of the English language was delaying me. I decided (not without anxiety) that I had to lower my standards. (S3) From the very beginning of this master’s program, I real - ized the dierences between face-to-face and distance education…my patterns of studying had to be adjusted to the demands of the new learning environment. While the learner-centered approach allowed me to partici - pate more actively in the learning experience, I was also fully responsible for my success. Studying the materi - al was not enough. I had to upgrade my media litera - cies to maintain social interaction and, simultaneously, demonstrate my progress through constant writing in forums and assignments. I would not allow myself to ask for extensions, so I had to be exceptionally eective in time management. Fortunately, my internal motivation was extremely high. (S2) Today we had our rst meeting as a cohort. I got to meet the other students and asked our coordinator many questions. Overall, it seems like there’s a good support system in place, but I can’t lie that I’m a bit scared of the workload ahead aer hearing that some students spent 3 to 4 hours every day on the program. I don’t have that kind of time. How will I do it? (S4) 258 THE JOURNAL OF CONTEMPLATIVE INQUIRY .

Vol. 7, No. 1, 2020 As we were struggling with competing demands on our time and energy, we found refuge in our integration into the Greek cohort—our own community in the new AU space.

Before the M-learning Course Despite the established connection within the cohort, the onus was on individual students to t the online studies into our already busy lives—our family and professional obligations limited the time avail able for studying. Combined with the necessity to become procient at the digital channels of interacting with content and people, this led to an increase in our anxiety levels which hindered our learning experience. The program was designed to oer gradual progression and guidance marked by assignment due dates and discussion forum end dates, but we instead felt stressed by the deadlines which were weighing us down.

In fact, one of us (S1) found it impossible to manage the challenges of work and study during the rst term:

[T]hat period, I was facing several challenges at work.

These made me experience sadness, fear, and uncertain - ty. Although I am very familiar with distance education, being a student in such a demanding program was a “mis - sion impossible” at that time. The combination of work and studying stress, turned to panic attacks that forced me to withdraw from one of the two courses. (S1)Adjust - ing to this new reality was particularly dicult; however, participating in group work and synchronous class ses - sions allowed us to become better acquainted, and grad - ually we started talking more outside the requirements of the program through Skype, Messenger, and phone.

Soon enough, we were able to share information, reec - tions, and ways to support each other, and we agreed on the importance of self-regulating strategies to ameliorate the challenges we shared as DE learners.

Everything started to improve when I rst met S2 during a collaborative assignment. We began to not only ex - MINDFULNESS PRACTICES IN ONLINE LEARNING 259 change information, concerns, and thoughts about the classes but also to help each other. At the begin - ning of the second term, I knew how I could better full my responsibilities. I decided that the only time I had were weekend evenings, since my two-year-old son at the time needed me, and I could rarely spare time for studying. I knew I had to plan all my work very carefully in the time I had. This intentional schedule improved my performance. (S3) Introducing Mindfulness Practices The mindfulness practices introduced by Dr. Aga in the M-learning course came as a surprise. We needed lots of guidance. With time and practice we experienced what was meant by present-moment awareness and insight which allowed us to uncover our true motives, manage our attention, apply more focused purpose to our learning, and approach the online learning experience with more agency and less anxiety. The consistent practice for the 13 weeks of the course, and beyon d (not all of us to the same extent) contributed to improving our self-regulation skills and the overall program experience. We gradually were able to see more opportunities than constraints in the requirements and cho ices of- fered by the course; for instance, seeing the discussion forum posts as a chance to express our personal knowledge, rather than providing “the correct” answer (an expression of self-motivating and self-recordi ng).

Dr. Aga encouraged us to be sincere in our self-inquiry, to stay curious and kind to ourselves, and to allow self-expression so that we could all bring the best of ourselves to our shared space and to the world (through our service as educators). She explained that there was no fail - ure but instead our knowing was in constant evolution. We could rewrite our submissions multiple times (and raise our mark) until we decided that we were satised, which inspired self-evaluation and self-satisfa ction. We had a chance to rethink and rewrite our “story.” The whole class agreed that the discussion forum space was a platform to weave our own un - derstanding of M-learning notions into the “larger story” of the “accep t- ed” theory, but there were no right or wrong answers. Respect for each 260 THE JOURNAL OF CONTEMPLATIVE INQUIRY .

Vol. 7, No. 1, 2020 other’s opinion was expected as we all participated in the Community of Inquiry (CoI) framework. Dr. Aga stressed that it was okay to be vulnerable and to ask for help when needed, to celebrate our unique ways, and to come to knowing by looking inward (self-reection) and connecting out - ward when ready (self-instruction, help-seeking, and collaborati on). We were invited to slow down (while our instructor was monitoring and adjust- ing the course due dates) and create space for insight and perspective so that the individual and then the collective voice could enter the space we co-created. We needed to do our part that involved all SRL processes at various times. We were invited to keep our learning journals and to always self-inquire what our intention was behind our choices and strategies.

I can see the dierence in my self-reection notes which I keep more oen. It seems that I have acquired the ability to better observe my thoughts and understand my feelings. This has enhanced my metacognitive pro - cesses and has made me realize ways of using new knowledge in real-life tasks. Now, I can clearly see the purpose of self-reection exercises aer each assign - ment in our courses. They help learners decode their behaviours and the cause behind them. Furthermore, they help understand others’ behaviours and appreci - ate their perspective. Ultimately, this contributes to ac - quiring the ability of distilling knowledge and personal - izing it. Prompted by our instructor to write some advice for distance learners in our blogs, I wrote the following:

Through this challenging learning journey in distance education KEEP A JOURNAL of your experiences be - cause they matter. You are the one who drives yourself through these experiences and this is more important than a theory that will tell you how you should feel. (S2) [W]hile I always maintained that external motivation to stay on track and keep my eyes on the “prize,” I soon realized that without internal motivation, my studies would be a long and arduous process. I needed to MINDFULNESS PRACTICES IN ONLINE LEARNING 261 develop genuine curiosity and interest in the subject matter and nd ways to personalize my learning, so it becomes more relevant, meaningful, and enjoyable to me. Mindfulness brought me to a clearer, deeper un - derstanding of my motives. I re-evaluated my goals, grew as a professional, and matured as a person. While the external rewards still remain, becoming present in the moment and fully emerged in my learning created a new-found enthusiasm and appreciation in the subject matter. Being able to recognize my present intention, focus on it, and be true to myself, stimulated my inter - nal motivation to design projects that I could also im - plement in my teaching and share with my educational community. This has increased my feelings of self-worth and has given me the condence to talk about and ad - vocate distance education. (S4) Mindful speaking and deep listening practice during the live ses - sions guided us to active listening and better collaboratio n with our peers, especially during group assignments. It also triggered self-c ontrol and self-observation as we were able to monitor our chattery minds an d the eects of silence on human-to-human interaction. The growth-encouraging feedback from Dr. Aga, inviting students’ input and rewrites, allowed us to learn from our mistakes and improve our academic skills. Her feedback was provided as dialogue, in which students were asked to reply to instructor’s inquiries and expr essions of praise, using in-line comments; they could also rewrite parts of the assignment and resubmit at any time of the course. It inspired further re - ection, honoured learning through errors, invited revisions (as ma ny as needed), and turned assessments into welcomed opportunities as op - posed to threats. We took responsibility for our assignments as expres- sions of our own ideas that we wanted to showcase—we still needed “to do the work” and activate our “self ” skills of task analysis, performance, and reection. The “exible structure” of the course with recommended yet negotiable deadlines also helped. 262 THE JOURNAL OF CONTEMPLATIVE INQUIRY .

Vol. 7, No. 1, 2020 Making intentional choices regarding my tasks, asking what was conducive to my learning and what was about grades, improved my time management skills which made my studying more eective. My work became more focused and more succinct. Mindful communica - tion and feedback from my instructor and peers also en - hanced my academic achievement. On the one hand, this attentive dialogic feedback made me feel included in the learning process and directly involved in my aca - demic growth. My communication with my instructors and peers gained new clarity and calm. I felt respect - ed and acknowledged. On the other hand, practicing mindfulness helped me put the feedback I was given in perspective: that it was not intended to judge but to support. As well, I was able to detach myself from emo - tional reactions when the feedback would not meet my expectations and truly deal with it in an eective and mature way, learning and growing from it. (S4) We were learning to be more self-aware of how we reacted emo - tionally and behaviourally. Through reminders and questions, Dr. Aga invited us to check with our own reactions and reect on what actio ns or reactions followed. During the forums and group assignments, we were asked to engage in self- and peer-to-peer reection on our preferences, needs, and the learning process. The learning journals oered a mindful - ness lens onto our individual experience; our group debriefs highlight ed similarities and dierences with others and how we are connected with them. All individual voices that arose in personal space (both online and oine) were honoured, then shared and combined into collecti ve inqui- ry that enabled co-construction of knowledge (Vygotsky, 1980). We could observe a shi in our awareness, especially when we re - membered to pause and reect as encouraged by reminders and prac - tices built into the course, as well as class conversation around mind - fulness. The reminders from Dr. Aga—to slow down, go deeper, choose tasks and work on them with intention, be present and do the work, seek help and extensions when competing responsibilities were pulling us aw ay MINDFULNESS PRACTICES IN ONLINE LEARNING 263 from the dedicated learning space—transformed the way we approached planning and performing our tasks, and how we felt about engaging with those tasks or not being able to engage with them when the going got rough. Gradually, we were also able to focus better and use our time more eciently to complete our work by the due dates, without feeling pressure or anxiety, even though the course was very challenging. I entered the program fully aware that I would lose fo - cus and tend to deviate from what I was researching due to my multiple interests in various topics. While this behaviour stimulated me and oered me a plethora of information, it also resulted in lost time and frustration from not completing tasks in my scheduled time. Mind - fulness and, particularly, practice of attention and inten - tion helped bring me back to what I was researching so I could nish my work promptly. (S4) Dr. Aga’s approach with empathy and compassion, such as talking to us privately or as a group to seek understanding and guide us in designing solutions, modelled a supportive and non-judgmental attitude. Inste ad of feeling upset over our performance, we started controlling negative fe el- ings such as disappointment and demotivation, applying a stronger meta- cognitive lens, and planning to move forward with resilience.

I liked what our instructor said today in our live session:

“Ok, you didn’t manage to stay on track for the past week, so try to do better this week! Don’t get stuck on what happened, try to catch up from where you are now…Don’t let the feeling of guilt preoccupy you.” And this is exactly what I plan to do! (S1) From an instructional design perspective, the two-week forum cy - cle in the M-learning course oered us the exibility to choose appro - priate times to devote exclusively to the forum discussions without com - promising our time and eort from the other course requirements. We continued to advocate for this design in subsequent courses and nego - tiated with other instructors to implement the two-week forum cycle in their courses. 264 THE JOURNAL OF CONTEMPLATIVE INQUIRY .

Vol. 7, No. 1, 2020 The class community support, through the combination of syn - chronous sessions and asynchronous discussions, allowed us to respect other people’s truth, their time, and our collective understanding of the successful online learning experience. Continuing Our Journey In retrospect, the M-learning course started us on a journey that for the four of us continued beyond the course and the program. We kept eval - uating our SRL skills through self-reection —a metacognitive process enhanced by our interaction, numerous discussions, and exchange of views on how we perceive, plan, and go about our learning tasks . This interactive process informed the way we organized our study, identied and felt about problems and generated solutions, and how we support - ed our fellow students while, at the same time, learned new stra tegies from them.

It’s been a year since the beginning of the master’s and this is the rst time I feel so connected to my peers. We are now in a dierent course, but I am able to transfer the mindfulness practices to it; the study-buddy idea ts well with the mindfulness strategies we developed in the M-learning course. I realize that the two courses are com - pletely dierent, as well as the facilitation style, but we are the same and the way we work together is not limited to the one course. Even when we work alone, we are a team! I feel lucky and grateful I have met these ladies. (S1) We wove into our lives moments of retrospection, pause and si - lence, and attention to the now. That was not limited to our academic sphere of life. It has become a lifelong process preparing us to face life experiences as they come.

During the last semester, I had to face a sudden and signicant reduction of my salary. I felt excluded and ex - pelled, I wanted to quit right away, replying back with an angry email. However, having practised mindfulness, I have learned to manage my emotions, and instead of MINDFULNESS PRACTICES IN ONLINE LEARNING 265 an angry reaction, I took the time needed, to see things clearly and calm down. But it was only when I actively reected over this situation, through my journal writing, that I managed to see the whole picture and close this chapter of my life inside me. This activity helped me re - alize how many things I gained all those years and I felt grateful, and richer from this experience, and less sad for its end. Most important, I felt ready to move on…” (S1) The Warsaw Conference Experience Our friendship was established during the M.Ed. courses and moved be - yond the formal learning space. Dr. Aga’s encouragement and our Greek cohort coordinator’s recommendation inspired us to participate in th e 3rd World Conference on Blended Learning (WCBL2018) in Warsaw, Poland. Our rst co-authorship of the conference paper deepened our practice and discussion of mindfulness. The experience of working on our autoethnography, and completing the paper and its presentation in Warsaw was rewarding but challenging. As S1 noted, Multitasking oen made me stressed, sad, depressed...

those feelings used to make me freeze. I could not think, focus, or complete anything. It was terrif ying. The cen - tering and breathing practice helpes me now to man - age my emotions, calm down the panic, and organize the ideas in my head. It helps me observe peacefully the irrelevant thoughts and past experiences triggered by negative feelings. So, whenever things are getting tight, three minutes are enough to nd my center, calm down, take a deep breath, and bounce back….that certainly came in handy before the WCBL2018 presentation.

Dr. Aga’s guidance was crucial, granting us autonomy and interven - ing only when needed. This increased our condence and made us feel both supported and independent, boosting our motivation to partici - pate in similar activities in the future. We supported and advised each other, making it possible to participate together in a process that sur - passed our individual capabilities. 266 THE JOURNAL OF CONTEMPLATIVE INQUIRY .

Vol. 7, No. 1, 2020 We agreed that through this process our SRL skills of task analysis, performance, and self-reection all evolved, and the only way to realiz e that was through self-observation without harsh judgement. It is through self-awareness, self-evaluation and rening our attitude and actio ns, and respecting our boundaries that we were able to keep motivated.

Completing the Master’s Program We have now all graduated from the M.Ed. program. Owing to our new attitudes and skills, we completed the nal e-portfolio in a timely and eective manner. We could now concentrate on one thing at a time with - out unnecessary anxiety.

In a magical way, I am now able to nd room for more responsibilities and tasks. I feel my mind is clear enough so as to weigh things out and devote to them the time that each task deserves. Participating in extra mindful - ness workshops, beyond this program, helped me see the real dimensions of responsibilities without panick - ing. I can face them as pieces of a puzzle that will be put in the right position when their turn comes. I control them, they don’t control me! (S2) The centering practice and mindful breathing exercise before I would begin my course-related work helped me center into what I was doing, clearing my mind of external stimuli and distractions. As a result, I was able to use my time more eciently and be more productive, leaving more time to be with my family. The centering practice was particularly helpful during the last term where I was able to complete my e-Portfolio in about two months, graduating ahead of time while still having family time….What a journey (see Figure 1). (S3) Writing This Paper Just three months aer the WCBL 2018 conference in Warsaw, Dr. Aga in - vited us to continue our research. The last two academic years were chal - MINDFULNESS PRACTICES IN ONLINE LEARNING 267 Figure 1: Online graduate students’ journey enhanced by mindfulness pr actices as illus- trated by the students. 268 THE JOURNAL OF CONTEMPLATIVE INQUIRY .

Vol. 7, No. 1, 2020 lenging and demanding for all of us. We were looking forward to getting some rest and spending the summer with family and friends whom we had neglected during the period of our studies. When Dr. Aga proposed co-au - thoring this paper during the summer, we were excited with the idea but exhausted by the accumulated tiredness of the past academic years. Being motivated by the previous experience and the excellent collaboration, w e accepted the challenge knowing our capabilities and team’s dynamic:

[M]indfulness stimulated my internal motivation to learn and expand beyond what was provided in the program.

As a result, I collaborated in this project which has made me feel proud to have been a member of the group. Last - ly, mindfulness has taught me that learning stimulated by internal motivation is more ecient and eective and its results are longer lasting. Since the completion of the program, I have been practicing mindfulness…also in de - cision-making (e.g., whether to participate in this paper).

Answers to questions such as “Why am I really considering this?” are clearer with mindfulness as it opens windows to better understanding of myself and my motives—my true intentions. These interventions have supported and en - hanced my ability to self-regulate my learning. (S4) FINDINGS: THEMES AND DISCUSSION Taylor and Mireault (2008) stressed that mindfulness-based intervent ions sustain behavioural regulation. They also pointed that mindfulness sk ills impact the ability to self-monitor one’s progress and intervene accor ding- ly. At the same time, Tang et al. (2007) found that mental training methods of mindfulness increase the degree of self-regulation due to their impa ct on emotional and cognitive performance as well as on social b ehaviour.

Mindfulness may provide learners with strategies to counter the challe ng- es of a demanding educational environment, such as online learning. In exploration of our new attitudinal, emotional, and behaviou ral hab- its of mind that improved our SRL processes which were supported by the mindfulness-based practices, these three key themes emerged: moti vation, MINDFULNESS PRACTICES IN ONLINE LEARNING 269 self-awareness, and time management. Learners can take ownership of their learning by applying SRL strategies and transforming their mental abilities into academic skills (Zimmerman, 2008). Motivation Motivation is essential for learners to self-regulate through all thr ee SRL phases (Zimmerman & Moylan, 2009). Deci, Ryan, and Williams (1996) stressed that intrinsically motivated behaviours are driven by self-int er- est, rather than external catalysts. Intrinsically motivated behaviours are described as “autotelic…behaviors for which the purpose of the activity is, in a sense, the activity itself ” (Deci et al., 1996, p. 167). Extrinsicall y motivated behaviours are performed to attain a separable consequence (i.e., reward), and are usually prompted by external factors. The proces s of internalization and integration may transform extrinsic motivatio n into self-determination. Deci, Vallerand, Pelletier, and Ryan (1991) s uggested that self-regulated learners are interested in learning and are self-c on- dent. They are intrinsically motivated, and the high quality of their lear ning reects in their personal growth and adjustment. Intrinsically motivat ed learners value learning and its incentives. Sansone and Harackiewicz (2000) stressed that the key to success is to deal with problems in a exi - ble manner. For that purpose, it is necessary for learners to cultivate thei r intrinsic motivation and become creative. Extrinsic motivation as a re - ward contributes only to the implementation of less creative tasks; thus , self-regulation is highly dependent on internal processes and our awa re- ness of them. It is noteworthy that our observations revealed that, aer the implementation of mindfulness practices, there was an increase in o ur interest in the course and appreciation for its activities inviting our c re- ative thinking and reection. A greater internal impact, conscious e orts, as well as self-condence were noted. Correspondingly, there was a sig - nicant rise mainly in our intrinsic motivation which transformed us into increasingly self-regulated learners. Mindfulness strategies , such as per- sonalized mindful feedback, mindful listening, meditation, and cen tering practice were catalytic to consistently striving towards the goals, ev en in the face of hurdles. 270 THE JOURNAL OF CONTEMPLATIVE INQUIRY .

Vol. 7, No. 1, 2020 Self-Awareness The second key theme was self-awareness, on metacognitive and emo - tional levels, seen as a critical factor that led to our successful self-mot i- vation beliefs, self-observation, self-judgment, and self-react ion practices (Zimmerman & Moylan, 2009). Goleman (1998) dened self-awareness as the ability of the learner to be conscious of one’s own skil ls, emotions, strengths, weaknesses, and biases which lead to self-regulated behavi ours and to the ability to identif y needs and gaps. We managed to reduce de - fensiveness and low self-esteem regarding our ability to learn owing to mindfulness practices and supports that prompted us to be aware and keep track of our thoughts, feelings, and “whole-person knowing,” and how the process aected us cognitively, emotionally, and energetica lly.

Broadbent and Poon (2015), similarly to Zimmerman and Moylan (2009), described that SRL is acquired through a triadic interaction between three important characteristics: a) self-observation (mon - itoring one’s actions; seen as the most important of these processes); b) self-judgement (evaluation of one’s perfor - mance); and c) self-reactions (one’s response to perfor - mance outcomes). (p. 2) Accordingly, the observation of our internal processes and out - comes led to the change of attitude and behaviour by increasing focus, intentionality, and mindful choice of strategies (with regard to self an d the collective). Principally, we managed to be fully aware of and compare our current situation to the desired one and then set goals accordingly. While this is congruent with the control theory (Carver & Scheier, 1 982) where learners use their analytical and synthetical skills in order to proces s informa- tion and consciously plan their steps that will lead them to the app ropriate end state, it also emphasizes the value of pausing, self-inquir y, and emotion- al awareness (Grith, Steelman, Wildman, LeNoble, & Zhou, 2017). Zimmerman (2002) suggested that, among other characteristics of self-regulation, it is important for the learner to be capable of selecti ng the appropriate peers to collaborate with on tasks using self -awareness skills. Huston, Garland, and Farb (2011) found that mindfulness reduce d MINDFULNESS PRACTICES IN ONLINE LEARNING 271 negative reactivity in communication and, thus, enabled awareness of one’s self and peers, resulting in patterns of eective co-operation. Th e increase in self-awareness positively contributed to the social skil ls of the group. Additionally, pausing and observation helped us be aware of our impulses and perceptions of self and circumstances and act on them out of conscious choice (Ray, 2002).

Time Management The third theme, time management, or rather a new attitude and under - standing of the role time plays and the need to slow down, proved to be a signicant factor in our SRL eorts. Starting with mindful choices, mentioned above, and the awareness of our true needs versus wants or external pseudo-boundaries, the temporal space of online learning had to be re-evaluated. Broadbent and Poon (2015) conducted a systemati c review of research from 2004 to 2014 on the correlation between online SRL strategies and academic success. They found that “the application of time management, eort regulation, critical thinking and metacogn itive strategies” (p. 12) generated the most signicant results in on line academ- ic achievement. Dettori, Giannetti, and Persico (2006) found that time management is a vital factor for self-regulated learning since it ensur es the adaptability and capability to deal with a variety of demanding situatio ns.

We successfully met the challenge of blending our parallel worlds and combining our work, school, and family obligations once w e appreci- ated that we needed to work authentically and with purpose according to the present circumstances and the larger design of the course, includin g its scaolds and supports. During the SRL forethought phase (Zimmerman & Moylan, 2009), we built our plan and set goals based on our motives and according to our expectations, interests, self-ecacious belief s, and respect for each other. The performance phase included “strategic pro - cesses and self-recorded outcomes” (Zimmerman, 2008, p. 179) while the self-reection phase focused on personal evaluations and account s that helped us produce an “agreed-on story” of teaching and learning processes benecial for individuals and the group. Moreover, the present-moment awareness practice allowed us to appreciate the benet of monotasking in a digital environment that is de - 272 THE JOURNAL OF CONTEMPLATIVE INQUIRY .

Vol. 7, No. 1, 2020 signed for multitasking. Particularly, we purposefully isolated t asks and experiences to better comprehend them and engage in them, and thus, complete them successfully. Our mindfulness practice also supported our time management by reducing the level of stress, and, consequently, improving our functio n- ing processes such as working memory, attention on intention, and focus (Trevisani, 2015). This resulted in a more fruitful learning experienc e and outcomes supported by our connection and co-operation, despite the constant challenge of lack of time. CONCLUSION As mentioned above, the online learning environment might present ad - ditional challenges to learners who are not accustomed to its oen-misin - terpreted exibility and “less-enforcing” guideposts. The herein p resent- ed mindfulness practices were introduced half-way through the M.Ed. program as we were in the process of developing our SRL skills as online learners. The noticeable augmentation of our self-regulation, and aw are- ness of that, led us to believe that it was the mindful behaviour and atti - tude that promoted the marked positive shi in our learning experience.

The ndings from the collective analysis of our individual and combined stories point to the signicance of mindfulness practices in supporti ng SRL of DE learners and, as a result, their successful online learning process es and achievements. The chief mindfulness-supported habits that we foun d to positively aect the forethought, performance, and self-reecti on pro- cesses (Zimmerman & Moylan, 2009) were enhanced intrinsic motivation, self-awareness, and a mindful approach to time management. Overall, the introspective nature of the mindfulness practices, in - dividual and group, led to reflective and meaningful learning based on inquiry into self and others; it was adjusted to each unique learner’s con - text and discovered by each one of us somewhat differently, in a shared space and experience that connected us and rewarded us with a feeling of belonging. Zimmerman (2003) noted that self-regulation extended beyond “self ” processes to include self-coordinated collective learnin g guided by MINDFULNESS PRACTICES IN ONLINE LEARNING 273 personal goals but achieved through others. Based on ongoing communi - cation, we were able to create a cohesive, connected learning community, which enhanced our cooperation as we wove our own worlds into it. Ulti - mately, we acknowledged each other’s experiences as equally contribut - ing to the learning community. The importance of interconnect edness and our interaction through shared spaces, both synchronous and asynchro - nous, was another vivid theme that came out of this study, but it deserves further exploration and in-depth treatment in a separate publication. We agreed that this mindfulness-based learning experience promot - ed our growth as learners and as individuals. Although further research is needed into the various dimensions of SRL and how mindfulness prac - tices interact with them, there is no doubt in our mind that the practic - es described above had a meaningful impact on our online experience and self-development. Mindfulness is oen considered an antidote to stressors in increasingly diverse contexts; however, it is not a panacea for academic achievement. We witnessed how mindfulness support ed our DE experience, but the direct impact of individual practices could not be isolated from the interplay of a variety of elements that form an online learning event. We also observed that learners’ persona lity, back- ground, and circumstances inuenced their readiness for engaging with mindfulness practices. Time and consistent practice were needed for u s to develop and appreciate the gradual shis in our perspectives as w ell as behaviours. Future research will benet from a systematic identication and re - view of the many factors that may implicate the long-term impact of mind - fulness practices incorporated into online learning and their eect iveness on students’ experience and wellbeing. REFERENCES Athabasca University. (2020, August 15). Master of Education in Distance Edu- cation. http://calendar.athabascau.ca/grad/current/cde/ Barbezat, D. P., & Bush, M. (2014).  Contemplative practices in higher education:

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