"You're Facing That Machine but There's a Human Being behind It": Students' Affective Experiences on an Online Doctoral Programme

Autor/inn/en	Kennedy, Eileen; Gray, Morag
Titel	"You're Facing That Machine but There's a Human Being behind It": Students' Affective Experiences on an Online Doctoral Programme
Quelle	In: Pedagogy, Culture and Society, 24 (2016) 3, S.417-429 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2016.1175498
Schlagwörter	Online Courses; Doctoral Programs; Graduate Students; Student Attitudes; Affective Behavior; Student Surveys; Interviews; Communities of Practice; Assignments; Feedback (Response); Computer Mediated Communication; Personal Narratives; Psychological Patterns; Foreign Countries; Qualitative Research; Statistical Analysis; Bahrain; Canada; France; Japan; Malawi; Singapore; Switzerland; Uganda; United Arab Emirates; United Kingdom; United States; Zambia + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Schülerbefragung; Interviewing; Interviewtechnik; Community; Assignment; Auftrag; Zuweisung; Computerkonferenz; Erlebniserzählung; Ausland; Qualitative Forschung; Statistische Analyse; Kanada; Frankreich; Singapur; Schweiz; Vereinigte Arabische Emirate; Großbritannien; USA; Sambia
Abstract	Online students use highly emotional language to describe their experiences, indicating that learners do feel a great deal online. This paper draws on Wetherell's exploration of affective practice to theorise learners' responses to the pedagogical and technological online environment. Findings of a research project that focused on two cohorts of online doctoral students are presented, including survey responses and interview data. Thematic analysis indicates that participants experienced positive and negative affects circulating around three sites of intensity: a sense of progression; community interaction and assignment feedback. However, narrative analysis of extracts from the interviews reveal a further level of complexity to the data, drawing attention to the unfinished and shifting character of these affects. The paper concludes by pointing to the implications of this research for designing the online environment in ways that will allow students to experience the full potential of online learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01