Emotions among Students Engaging in Connectivist Learning Experiences

Autor/in	AlDahdouh, Alaa A.
Titel	Emotions among Students Engaging in Connectivist Learning Experiences
Quelle	In: International Review of Research in Open and Distributed Learning, 21 (2020) 2, S.98-117 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Emotional Response; Learning Theories; Social Networks; Student Behavior; College Students; Foreign Countries; Learning Activities; Achievement; Educational Technology; Technology Uses in Education; Internet; Online Searching; Computer Mediated Communication; Telecommunications; Palestine + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Learning theory; Lerntheorie; Social network; Soziales Netzwerk; Student behaviour; Schülerverhalten; Collegestudent; Ausland; Lernaktivität; Performance; Leistung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online-Recherche; Computerkonferenz; Telekommunikationstechnik; Palästina
Abstract	Emotion has long been a question of great interest in a wide range of fields. As a general rule, emotions are categorized as positive, which we seek, and negative, from which we turn away. However, empirically-backed connectivists claim that even negative emotions produce positive effects on student performance. What is less clear is how this process happens. This study had two primary aims. First, to assess the prevalence and distribution of emotions in connectivist environments. Second, to provide in-depth and experiment-based analysis that shows how and when negative emotions have their positive effect. Data for this study were mainly collected using an aided think-aloud protocol with nine participants, each of whom received ten tasks. Findings of the current study confirmed the dominance of negative emotions in connectivist learning environments and presented a model that could explain the variation of empirical results. Implications for researchers and teachers in distance education are discussed. (As Provided).
Anmerkungen	Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01