Emotions Among Students Engaging in Connectivist Learning Experiences
Bibliographic Data
| ID | 21729555 |
|---|---|
| Authors | Alaa AlDahdouh (0000-0002-0561-586X, University of Minho, corresponding author) |
| Year | 2020 |
| Volume | 21 |
| Issue | 2 |
| Pages | 98-117 |
| Publication date | 2020-04-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The International Review of Research in Open and Distributed Learning (JOURNAL) |
| Journal identifiers | ISSN: 1492-3831 • E-ISSN: 1492-3831 |
| Publisher | Athabasca University Press (PUBLISHER • CA) |
| DOI | 10.19173/irrodl.v21i2.4586 |
| OpenAlex | W3015743413 |
| Language | EN |
| Citations received | 4 |
| References cited | 8 |
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
Cognitive psychology · Empirical research · Negative emotion · Think aloud protocol · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Online Learning and Analytics · Psychology · Social Psychology
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Information search behavior in fragile and conflict-affected learning contexts
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Living under siege
Verbal reports as data.
Achievement goals and achievement emotions
Measuring emotions in students’ learning and performance
Linking Students’ Emotions and Academic Achievement
The Control-Value Theory of Achievement Emotions
Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning
Visual Inspection of Sequential Data
Tendencias didácticas de la educación virtual
| Citations per year | 0.8 |
|---|---|
| Citation span | 2021 - 2023 (3) |
| Highly cited | No |