Emotions in Online Learning Environments: Introduction to the Special Issue

Autor/in	Artino, Anthony R., Jr.
Titel	Emotions in Online Learning Environments: Introduction to the Special Issue
Quelle	In: Internet and Higher Education, 15 (2012) 3, S.137-140 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-7516
DOI	10.1016/j.iheduc.2012.04.001
Schlagwörter	Educational Research; Internet; Web Based Instruction; Electronic Learning; Psychological Patterns; Affective Behavior; Emotional Response; Outcomes of Education; Educational Theories + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Web Based Training; Affective disturbance; Active behaviour; Affektive Störung; Emotionales Verhalten; Lernleistung; Schulerfolg; Educational theory; Theory of education; Bildungstheorie
Abstract	In recent years, several scholars have called for more inquiry on the role of emotions in education. And while the dynamics of the emotions that emerge during online learning may be difficult to observe, limited evidence suggests that, not unlike traditional classroom instruction, emotions have important affects on learning, engagement, and achievement in online settings. This special issue highlights contemporary research in this area, with the goal of rousing other investigators to contribute to the growing empirical literature on emotions in online learning environments (OLEs). The articles in this issue explore the question of emotions in OLEs from a variety of theoretical and methodological frameworks, in several different types of online contexts, and from two different participant perspectives (students and teachers). In doing so, these articles begin to shed light on the dynamics of student and teacher emotions--how these emotions emerge and are regulated, what precedes them, and how they relate to important behavioral, motivational, and achievement outcomes. In this introduction to the special issue, I briefly summarize each manuscript and suggest some future research directions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10