Journal of Social Sciences (COES&RJ-JSS)
ISSN (E): 2305-9249 ISSN (P): 2305-9494
Publisher: Centre of Excellence for Scientific & Research Journalism, COES&RJ LLC
st
Online Publication Date: 1 April 2017
Online Issue: Volume 6, Number 2, April 2017
http://centreofexcellence.net/J/JSS/JSS%20Mainpage.htm
Laughter in Class: Humorous Memes in 21st Century Learning
Paulo Emmanuel G. Baysac
Faculty, College of Arts and Sciences,
University of Perpetual Help System Laguna, Philippines
Abstract:
Humorous memes are trending phenomena that the students are very much aware of.
With the advent of e-technology teachers are fast exploiting this trend to spice up their
lectures. The humorous memes and technology therefore are two important component of
this study.
The study made use of psychological phenomenology that aimed at describing the lived
experiences of the teachers in using humorous memes in the 21st century class of learners
and how they face the challenges of using humorous memes in their classes.
Based from the findings of the study, the teachers’ lived experiences emerge. Theme 1
zeroed in on teachers’ edge in determining the students’ readiness to learn. Theme 2
focused on the realization of the 21st century class learning environment. Theme 3
highlighted the reduction of anxiety and stress for both teachers and students alike. There
are two themes prevailed as to how the teachers faced the challenges brought about of
using humorous memes in their class. Theme 4 looked into the innovation and
commission that teachers undertake that is making their own humorous memes and
soliciting others to help coming up with humorous memes. Theme 5 underscored the
observation and reaction of both the teacher and students with the set-up and each other.
Observation that enables both of them to see what is relevant in the class and their
subsequent reaction to what is relevant for both of them.
Keywords:
Humor, Memes, 21st Century Class Learning
Citation:
Baysac, G. Paulo Emmanuel (2017); Laughter in Class: Humorous memes in 21st Century
learning; Journal of Social Sciences (COES&RJ-JSS), Vol.6, No.2, pp: 249-263.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Journal of Social Sciences (COES&RJ-JSS), 6(2), pp. 249-263
Introduction
Classroom activity can be stressful as it is and teacher put up a lot in order to make
learning happened in spite of this. According to Stebbings (1980), in classroom, any form
of humor, whether introduced by the teacher or the pupil, could potentially provide social
comic relief. Humor appropriately used has the potential to humanize, illustrate, defuse,
encourage, reduce anxiety, and keep people thinking (Torok, McMorris, & Lin, 2010).
Humor can create a positive learning environment, reduce the stress of both teachers and
students, improve communication between students and the teacher, and can increase the
amount of information absorbed by students (Friedman, Friedman &Amoo, 2002).
Research has revealed that humor plays a significant role in building a harmonious
relationship between teachers and students (Ashipaoloye, 2013).
Garner (2005) argues for the use of humor as a pedagogical tool that enhances learning
and creates a more positive classroom atmosphere. Analogy and metaphor improve
understanding and retention of material. Humor as a pedagogical tool can be like walking
on a tightrope. If done well, it could enhance learning or at the very least make learning
more fun (Poirer & Wilhelm, 2014).
The study of Rosegard and Wilson (2013) provided empirical support that implementing a
hook, trigger, attention getter/grabber, and/or anticipatory set enhances learning and
memory through increasing arousal (decreasing boredom) and focusing attention.
Research suggests that humor produces psychological and physiological benefits that help
students learn (Stambor, 2006).Research also establishes that humor helps individuals
cope with stress as it relaxes them (Weimer, 2011).
According to authors Lei, Cohen and Russler (21010), the most effective instructors are
those who engage their students in creative and interesting ways. One way to engage
students is to incorporate humor into the college classroom. Humor has psychological,
social, and cognitive (educational) benefits. Humor has the power to make instructors
more likable, approachable, facilitate comprehension, increase attentiveness, improve
creativity, and promote social relationships. Humor is an appreciated teaching tool for
instructors to facilitate student learning if using it appropriately, constructively, and in
moderation.
Researchers have identified that educators who use humor in their instruction are more
positively rated by their peers and their students; others have suggested that humor may
enhance learning (Garner, 2012).The group studying with humor had higher scores on the
final exam (Ziv, 2014). Curiously enough, studies indicated that high school teachers
generally use less humor than college teachers, perceive college teacher humor as
appropriate, and use humor as a learning facilitator rather than a learning strategy
(Neulipa, published online: 18 May 2009)
Kaplan and Pascoe (published online by American Psychological Association, 2015)
studied the effect of humor and humorous examples on the comprehension and retention
of lecture material. A test of comprehension and retention was given twice: immediately
after the lecture and 6 wks later. Immediate comprehension was not facilitated by the use
of humorous examples. Upon retesting, however, retention of concept humor material was
significantly improved by viewing a lecture with humorous examples illustrating concepts.
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In the test and survey made by Henderson (2015), results showed that retention was
strongest in the lectures with content-related humor, and that students reported more
enjoyment in the experience. In the study made by Wanzer and Frymier (2009), results
indicated that a high humor orientation (HO) was associated with increased student
perceptions of learning. It was also found that high HO students reported learning more
with a high HO teacher. In a similar study by Alkhattab (2012), suggest that using humor
in nursing classrooms increases nursing students‟ information retention and increases their
attention.
These indicate that humor, provided it is not used to excess, can increase attention and
interest and help to illustrate and reinforce what is being taught (Powell & Andresen,
2006). Consistent with IHPT, related humor, an appropriate form of instructional humor,
was positively associated with student learning, while other-disparaging and offensive
humor, inappropriate forms of humor, did not correlate with student learning (Wanzer,
Frymier & Irwin, 2009).
Verbal humor such as wordplays, funny stories, puns, and content related jokes play an
important role in L2 learners’ development of sociolinguistic and sociocultural
competence. It has been suggested that humor can serve as a formidable tool that can be
used for sensitizing students to phonological, morphological, lexical, and syntactic
differences within a single language or between a student’s L1 and the target language
(Deneire, 1995; as cited by Ziyaeemehr, Kumar and Abdullah, 2011).
The study of Gorham and Christophel (2009), investigated the teachers' use of humor in
relationship to immediacy and learning. The amount and type of humor recorded by 206
students as observations of things teachers did to show “a sense of humor” were analyzed
and correlated with overall immediacy and perceived cognitive and affective learning
outcomes. The results indicated that amount and type of humor influenced learning, that
students were particularly aware of tendentious humor, and that an overdependence on
tendentious humor diminished affect.
Humor and Technology
Rosegard et.al, (2013), suggests introducing a lecture with external stimulus increases
information retention. The external stimulus in the form of humor that is ingrained in
technology such as e-learning tools maybe use. Technology plays one of an important
aspect of everyday life. Computer laptop, notebook, ipad and cellphones are but some of
the tools that are being used by students in their everyday activities such as
communication, entertainment, purchasing and even selling and to include learning.
Humor can also pique students' interest outside the classroom. Shatz and LoSchiavo
(2005), found that when a professor inserted self-deprecating jokes, psychology-related
cartoons and top 10 lists in an online introductory psychology course, their students more
often logged on to the online system Blackboard and were more likely to enjoy the class.
Technology and memes
An Internet meme is an activity, concept, catchphrase or piece of media which spreads,
often as mimicry, from person to person via the Internet (Schubert, 2003). A meme is "an
idea, behavior, or style that spreads from person to person within a culture" (MerriamWebsters, 2016). An Internet meme may take the form of an image, hyperlink, video,
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website, or hashtag. It may be just a word or phrase, including an intentional misspelling.
These small movements tend to spread from person to person via social networks, blogs,
direct e-mail, or news sources. They may relate to various existing internet cultures or
subcultures, often created or spread on various websites, or by Usenet boards and other
such early-internet communications facilities. Fads and sensations tend to grow rapidly on
the Internet, because the instant communication facilitates word-of-mouth transmission
(Wikipedia, 2016).
Technology is also an important component of the 21st century learning environment.
The 21st century learning environment incorporate six major objectives and these are: 1)
Create learning practices, human support and physical environments that will support the
teaching and learning of 21st century skill outcomes. 2) Support professional learning
communities that enable educators to collaborate, share best practices and integrate 21st
century skills into classroom practice. 3) Enable students to learn in relevant, real world
21st century contexts (e.g., through project-based or other applied work). 4) Allow
equitable access to quality learning tools, technologies and resources. 5) Provide 21st
century architectural and interior designs for group, team and individual learning. 6)
Support expanded community and international involvement in learning, both face-to-face
and online (P21.org, 2007).
Technology went a long way and this can be seen in a simple tool in classroom such as
LCD projector which is being used for PowerPoint presentation. The use of PowerPoint as
a tool in teaching virtually replaced the over-head projector (OHP) more so the white
board and blackboard teaching. Teacher would be placing the topic in a format that is
visually stimulating by adding designs and animations. Anecdotes, quotations, comic
cartoons and memes are usually added by teachers for extra cognitive and sensory
stimulation. These make the lessons interesting as it brings novelty, depth, and humor in a
lesson.
PowerPoint, when effectively planned and used, can enhance instruction and it can be an
effective tool to present material in the classroom and encourage student learning
(Northern Illinois University, 2006).Alley, Schreiber, Ramsdell and Muffo (2006, p. 233)
suggest that PowerPoint slide headlines design affects audience retention, and conclude
that succinct sentence headlines are more effective in information recall than headlines of
short phrases or single words.
Problems of establishing humor’s value
Humor is understood to reduce anxiety and stress, build confidence, improve productivity,
heighten interest, reduce boredom and encourage divergent thinking, yet it has been
difficult to establish positive value for humor in helping student learning (Ziegler, 2009).
Thus the present study explored the lived experiences of teachers in the use of humor in a
class of 21st century, particularly in the use of memes.
Methods
This design used in the study was Psychological Phenomenology which according to
Moustakas (1994) as cited by Creswell (2007), focuses less on the interpretations of the
researcher and more on the experiences of the subjects or participants. Specifically, the
researcher utilized a phenomenological procedures which involved bracketing, a
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suspension of own experience, and collecting data from 5-25 individuals who have
experienced the phenomenon (Polkinghorne, 1989 as cited by Creswell, 2007). In this
study, the lived experience of teachers in using humorous memes and technology was the
focus of the phenomena concern. The data were then analyzed by highlighting and
reducing information into important statements which were then pooled into themes. A
textural and a structural descriptions of the participants experiences were then developed,
and finally proceeded with the combination of these descriptions to convey the essence of
the study.
Participants of the Study
The participants of the study were five (5) teachers who are teaching various subjects in
University of Perpetual Help System Laguna for the school year of 2015-2016. The
respondents had been teaching for at least five (5) years. Purposeful Criterion Sampling
strategy was used through which the researcher chose the participants and the locale as
they could in all intent provide an understanding of the research problem from the
phenomena concern and therefore could give quality assurance (Huberman & Miles,
1994) as cited by Creswell (2007).
Instrumentation and Validation
This study used in-depth interviews through interview schedule which determined the
teachers’ lived experiences regarding the challenges and of value of using humorous
memes in the 21st century class learning. The interview was composed of two (2) major
questions with sub-questions undertow. The questions were none-directed as much as
possible and the participants were allowed to express their experiences. The research tool
was self-constructed and was shown to experts in the field of phenomenological research,
administration and supervision area as well as guidance and counseling for validation. To
establish research rigor, verification, validation and validity were applied (Meadows &
Morse, 2001). The researcher achieved verification through in-depth literature readings,
sticking to the phenomenological method of inquiry, suspending past experiences, keeping
research notes and journals, utilizing a sufficient sample of participants (Polkinghorne,
1989 as cited by Creswell, 2007), and conducting multiple interviews, as well as clarifying
the responses of the participants, until data were refined. Validation was reached through
multiple data collection (observations, in-depth interviews), data analysis utilizing
Moustakas’ approach and coding by the more experienced phenomenological researcher.
To attain validity, the researcher presented the study to competent researchers for external
review to establish trustworthiness of research work. After describing the overall
“essence” of the phenomenon under study, the researcher met again with the participants
to verify the synthesis of their responses. This was the last step taken so that the
participants themselves could clarify and rectify their responses so the validity of the
essence was obtained thus establishing the study’s credibility.
The researcher asked permission from the teachers if they could be interviewed and upon
securing their permission, the researcher assured them of confidentiality. The researcher
then recorded the transcript of the conversations envivo via paper and pen for analysis.
Data Analysis
The first step that the researcher went through is bracketing, here the researcher set aside
all preconceived thoughts and experience he had to best understand the experience of
teachers in facing the challenges in using memes and technology in their classes. The data
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gathered from the multiple interviews were processed through horizonalization by going
through them via transcriptions and highlighting significant testimonials that provided an
understanding of how the participants faced the challenges from their classes. Again, from
the same, themes were derived to finally come up with a textural description of what the
participants experienced. Also significant statements to write a description, called
imaginative variation or structural description, of the context or setting that influenced
how the participants experienced the phenomenon under study. From the structural and
textural descriptions, the researcher documented the composite description that presents
the “essence” called the overall essence or invariant structure of facing the problems of
students’ behavior today as experienced by teachers. This paper followed the
phenomenological framework of Moustakas (1994) as expounded by Creswell (2007)
because it has systematic steps in the data analysis and procedures and guidelines for
constructing the textural and structural descriptions.
The study was based on the idea that humor, memes and technology when properly used
or handled can produced positive impact on 21st century class learning. The
representation shows (Fig. 1) that these three entering a funnel and being filtered for its
essence. The essence would be that of learning.
Fig. 1 The conceptual model
This study sought answers to the following problems:
1.
What is the lived experience of the participants in using humorous memes in 21st
century class learning?
2.
How do the participants face the challenges of using humorous memes in 21st
century class learning?
3.
Results and Discussion
To ensure unsaturated result of the study, bracketing was undertaken. The disclosures of
the preconceived ideas given by the participants’ verbatim transcriptions from the in-depth
interviews constitute the horizonalization which highlights the significant statements
from the same. From the raw protocol the researcher came up with significant statements
presented in the table below:
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Table 1
Sample of significant Statements of Teachers’ experience in using memes in their
lessons
Arouse students’ attention
Appropriate the value of the course I teach
Promote global consciousness
It makes the class happy
Set the mood of the class
Determining the readiness of the students
Had their undivided attention
Could sparks moments of laughter
Filter the affective domain
Sustainer of learning interest
Concretely visualize an idea or concept
Making the setting a very light atmosphere
From the horizonalization of significant statements. The researcher was able to identify
five (5) theme clusters focusing on two groups which answer the two central questions of
the study: the what (textual description) and the how (structural description).
Table 2 synthesizes the groupings of clustered themes based on the significant statements
and their respective ideas.
Table 2
Five Theme Clusters Divided into Two Groups
Group A: Textural Themes
Theme 1: An edge in determining students’ readiness to learn
Filter the affective domain
Arouse students’ attention and set the mood
Had their undivided attention and sustain their learning interest
Theme 2: A realization of the 21st class learning environment
Concretely visualize an idea or concepts
Sustainer of learning interest
Appropriate the value of the course I teach
Promote global consciousness
Theme 3: A reduction of anxiety and stress
Making the setting a very light atmosphere
Could spark moments of laughter
It makes the class happy
Group B: Structural Theme
Theme 3: innovation and commission
I make my own
Browsing
Ask students, my children, relatives
Solicit the aid of others
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Theme 4: observation and reaction
Let learners make sense of it
Understand and relate
responsive thinking
1.
What is the lived experience of the participants in using humorous memes in 21st
century class learning?
Theme 1: An edge in determining students’ readiness to learn
It is revealed by the participants that humor is a very good gauge in finding out whether
the students will be ready for class or not, it is some sort of barometer to gauge the
weather condition of the class if they are ready for the lesson. It set the mood of the
students making them ready for the subsequent order of the class. Humor helps students to
be awake and attentive in class especially when the course is very “philosophical”,
“scientific” or laden with unfamiliar terms (Ashipaoloye, 2013).
“In one of my class, one time when it was very noisy and students were very restless, what
I did is to turn on the LCD projector and the images I flashed were memes of people
planking. There were about 10 pictures and the series showed people doing it in the most
odd situation and location, each picture would be much odd than the one that preceded it,
the final picture is so comic that everyone laugh. I then knew that I already got their
attention and seized the moment to jump directly to my topic that day.”
“These usually set the mood of the children in my class. The atmosphere becomes more
relax because of the humors I inject in my lectures since it makes the class happy.”
The focus of the learners needed be directed toward what is existing in front of them, what
is happening in front of them, that is, the teacher in front or sometimes the classmates in
front (perhaps called upon to recite or do something on the board). The students’ readiness
to respond is therefore valuable and this requires readiness. Readiness should also be
emotional rather than plain cognitive since learning can pass through this domain as well.
Therefore, mood setting is as essential as the physical and cognitive perks. The improve
classroom atmosphere as a result of humor (Garner, 2005) can pave a way for good mood
of the class and therefore readiness to take on the challenges of everyday activity of the
class.
“Definitely. I consider humorous memes as totally a part of the lesson. It can actually set
the mood as well as deepening the lesson.”
“Aside from they are proper means to arouse the interest of the students to the lesson,
funny stories may also be a spring board for students to reflect on the subject discussed
and their realization of the impact of the lesson in their personal and professional life.”
Theme 2: A realization of the 21st class learning environment.
The 21st century class environment for one is characterized by the amount of technology
one put up with. These means using electronic devises and electronic media is an
important component of the 21st century class learning. This couple with humor in the
form of memes that can be readily available in the internet form a very strong environment
for a technology based learning. Also based from the study of Berk (1996), humor tends to
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be more effective when two or more of the senses, especially visual and aural (in the form
of memes such as pictures or videos and oral), are involved rather than just one sense.
From the disclosure of the participants, the researchers found that these two elements of
sensation were indeed part of their learning environment.
“Technology is a vital part of my teaching strategy. I use social media in encouraging
students to be more involved in valuing the lessons. Video presentation is also an
important tool in lessons. Students are also required to use the net in researching relevant
topics.”
“The class is actually bored if they will have plain lecture. You will find that some
students are not listening, some are talking, some are texting and some are either sleepy or
sleeping already. But when you started showing them some memes, they will become
lively again.”
“It is very common for me to start my lesson with jokes, funny remarks or stories and
when I present my lecture with PowerPoint presentation I always incorporate funny
cartoons, funny quotes, memes and funny stories.”
Humor can create a positive learning environment, improve communication between
students and the teacher, and can increase the amount of information absorbed by students
(Friedman et.al. 2002).
“Humorous memes are suitable means to promote 21st century learning which highlights
innovative and technological approach.”
Theme 3: A reduction of anxiety and stress
The teachers’ disclosure explicitly stated that the use of jokes, funny stories, funny quotes
or memes for that matter was given to have significant effects to students’ performances
(Alkhattab, 2012: Garner, 2012: Friedman et.al. 2002: Berk, 1996) as it reduces the stress
of both teachers and students. These stress and anxiety are given to play a negative role in
the students’ focus and therefore in turn their learning.
“I always incorporate funny cartoons, funny quotes, memes and funny stories. In times of
tension filled days when there are so many stress producing activities such as deadlines to
beat, examinations, thesis and so on. Students have so many things in their minds and
they cannot fully concentrate during lectures. In these instances that humor becomes very
useful. To set the mood of the class I usually start with a humorous statements, jokes,
quotes and or show them video or ppp of some memes. This is sure fire to dissipate their
stress and perks them up once more as if there are no pending deadlines before them. Even
my stress dissipate upon seeing them comes alive again. The effect is equally beneficial to
my students and me.”
“Moreover, using humorous memes is an attention catcher and a sustainer of learning
interest while also developing the analytical and critical thinking skills of my students
since memes could spark moments of laughter while also pondering.”
Humorous memes effectively show positive emotion that the teachers could have a good
time as it also makes the students happier in class since stress and anxiety are being
reduced (Ziegler, 2009: Stambor, 2006: Friedman, et.al. 2002) Humor as a pedagogical
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tool enhances learning and creates a more positive classroom atmosphere (Garner, 2005).
Forty (40) years of educational humor research indicating that humor increases the
strength of human connections, and that non-aggressive, relevant, appropriate humor
appears to be a helpful learning tool (Henderson, 2015).
“I enjoy injecting humor in my lesson. I sometimes tell funny stories and sometimes I
include humorous memes and or other funny quotes or jokes in my PowerPoint
presentation. These usually set the mood of the children in my class. The atmosphere
becomes more relax because of the humors I inject in my lectures since it makes the class
happy.”
“It makes me filter the affective domain of my learners in terms of their motivation,
confidence, as well as anxiety.”
“Aside from they are proper means to arouse the interest of the students to the lesson and
funny stories may also be a spring board for students to reflect on the subject discussed
and their realization of the impact of the lesson in their personal and professional life.”
2.
How do the participants face the challenges of using humorous memes in 21st
century class learning?
3.
Theme 4: innovation and commission
Teachers use a lot of imagination in order to come up with vital materials or tools for
learning. This alone is a big challenge for teachers since effective tools can be utilized in
effective teaching. As disclosed by the participants, humorous memes and technology
(PowerPoint presentation) can be an effective tool. As humor is considered as a good
pedagogical tool (Poirer et.al., 2014: Garner, 2012) and technology an important
component of the 21st century class learning (P21.org, 2007). Ready to use memes are
already available through the internet and only one has to do is to Google them up.
However finding the proper memes for a certain lecture may prove to be difficult as the
participants may be using already “shop worn” memes that can no longer elicit humor and
therefore looked up into as something old or corny. The participants faced these challenge
by coming up with their own tools by researching through the net. With the ready
materials found in the net the participants can now innovate.
“I sometimes make my own memes using photos of my students in some other major
school activities. The custom made memes are sure hit to the students since the pictures
used are very familiar to them. Most of the times the pictures need no editing at all as the
picture can speak for itself. There are times that the pictures are meaningless but given
meaning based from cues that is inherent in the picture to make it hit with the students.
Sometimes additional elements are placed in the picture to make it funny, some apps can
already do this such distorting the face, exchanging the faces of two person with pictures
taken side by side, making the face into a vampire or animals. Sometimes photoshop can
be used to modify the picture which is fun to do. All of these can be useful in customizing
your own memes.”
However some discloses that they are not computer savvy and therefore have difficulty
using the computer let alone making their own memes. They disclosed that they don’t
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know how to use different applications and how to upload them more so to find them in
the internet.
“I don’t know how to place humorous memes using apps in my lectures (PowerPoint
presentation). What I do is call for students who knows how and ask for their help to get
memes from those apps.”
Other participants find it difficult to have relevant memes for the students. Relevant
meaning memes that is current, trending and therefore funny for the students. Relevant
meaning, it is appropriate for the class in terms of relation of the memes to the subject
proper. They solve this problems by commissioning students to come up with a project of
coming up with memes taken from the internet.
“Injecting humor in class in itself is not difficult to do. It’s a second nature that I am
blessed with so really it is not a problem for me. However, the challenge is more technical
or should I say technological in nature. This means finding ready memes, funny quotes
and stories in the internet. The problem in that is students are very much into internet
browsing and many of them already have knowledge or already familiar with the memes
that is in the internet, thus, may already missing some element of surprise when used in
classes.”
“I solve this by having my students come up with the memes that they can understand and
use this in my lesson on the other class. This proved to be very useful and effective since
the submitted memes are the ones they could understand and relate with. I can also come
up with a memes that can be useful in a sense that they can be effective in eliciting humor
in my class. My students have all the time to watch all these telenovelas so I depend on
them when coming up with the latest trend. Also they are the ones who browse so much
the internet and therefore know more about what is trending in social media. The trends in
social media are good materials to use in coming up with a humorous memes. I don’t want
to use something that is funny for me that doesn’t somehow or in any way funny for the
students.”
Theme 5: observation and reaction
From the disclosed protocols another theme sounds clear and this is the gap between two
generations. This is the generation gap between the teacher and the students. This is
evident in how they view the world. The movie and TV program they watch the music that
they listen into, the gadgets they use and the new era that they live in is far different from
the participants. Therefore what is being enjoyed and found funny by them doesn’t seem
to fit the idea of funny for the participants.
“I am a product of an old school in the dawning of new era so I know the value of the old
school and yet I know the relevance of the modern (new) ways which during my college
life deemed unconventional. These include of course the incorporation new system of
teaching and technology.”
“Memes that doesn’t connect with the students is not a good memes simply because it
failed to fulfill its purpose if the students will just find it incomprehensible or corny. Most
of my students see me as “old” and therefore my choice is something that they can’t relate
with like music, movies and interest and of course memes. So finding relevant memes that
will interest them is a big challenge as well.”
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It is important therefore that the teacher can convey their thoughts through these memes in
order for the humor to be effective. How the teacher and the students observe the world
they are into and finding relevance in that through their reaction shows that the challenge
had been met. Observation as to age appropriateness and the kind of subject one is
handling for this will spell whether the class will respond favorably to the humor that the
teacher will use (Darling & Civikly, 2015: Friedman et.al., 2012). However considerations
should be made such as the class strength, level and capacity so as to make humorous
memes be effective.
“I usually solve this issue by browsing in the internet and looking at what is trending with
the youngsters. Talking with the students work well in finding out what is hip and what is
not.”
“What I do is chat with my students about what are trending memes, videos or funny
pictures that they usually get from the internet and those are the things I use in my
lectures. Some of them I get from listening to my children or nieces and nephews talking
about the latest trending issues from the net when we are having get together such as party
and reunions.”
“The level of knowledge of the students must also be taken into account since learning
differences cannot be undermined. For instance, too much use of humorous memes may
not be applicable for a particular section whose learning background can be described as
“below average”. This is because utilizing humorous memes also entails responsive
thinking ability that will let learners make sense of what they see, that is, the social truth
that is reflected by these humorous materials.”
Textural Description.
Three prevailing themes were taken from clearly analyzed and understood teachers’ lived
experiences I using humorous memes. These are an edge in determining readiness to learn,
a realization of the 21st century class environment and a reduction of anxiety and stress.
These are positive experiences that enable them to be successful in their classes and
therefore in their career. It is therefore clear that teaching is indeed a noble profession as
it understands the nuances of the capacity and the needs of the students.
Structural Description.
In consideration of how the teachers faced the challenges before them, two themes
emerged. The first one is the innovation and commission that enable the teachers to be
creative or innovative, thoughtful and withstanding the boundary of their skills and
capacity in terms of technology. Teachers enable themselves to become and learn along
with the students as each challenge was faced. The second one is observation and reaction
that enable the teachers to feel or filter through the needs and understanding of the class
by understanding what is relevant for both of them, thus, coming up with a system and
ideas that are effective for both.
Essence.
Taken collectively, the accounts of the participants reveal the truth of the experience of
using humorous memes. Despite the positive impact of the combination of technology and
humorous memes that spell the difference between the 21st century class learning and the
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conventional class learning, the teachers were still pressed to face different challenges that
these two brought to the fore. This not in any way however diminish their liberty to push
through and theretofore pull through the challenges at hand.
Verification.
In securing the accuracy of the transcription, analysis and interpretation of the researcher
of the participants’ disclosures, the researcher met again with them. Their rectification on
some parts of the treatment of data was considered prior to the writing of the overall
essence to achieve its credibility.
Future Direction
Humorous memes as phenomena has a very scant literature and warrants further study.
Considering that the present study is exploratory in nature and based from the findings, the
researchers recommend that a follow-up study be made. The study made use of qualitative
design so quantitative design with bigger number of respondents is also in order therefore
recommended.
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