The Role of Emotion in the Learning Process: Comparisons between Online and Face-to-Face Learning Settings

Autor/inn/en	Marchand, Gwen C.; Gutierrez, Antonio P.
Titel	The Role of Emotion in the Learning Process: Comparisons between Online and Face-to-Face Learning Settings
Quelle	In: Internet and Higher Education, 15 (2012) 3, S.150-160 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-7516
DOI	10.1016/j.iheduc.2011.10.001
Schlagwörter	Graduate Students; Self Efficacy; Research Methodology; Learning Strategies; Anxiety; Introductory Courses; Time Perspective; Conventional Instruction; Web Based Instruction; Electronic Learning; Psychological Patterns; Affective Behavior; Emotional Response; Outcomes of Education; Path Analysis; College Instruction; Student Attitudes; Learning Processes; Comparative Analysis; Predictor Variables; Longitudinal Studies; Correlation; Distance Education + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Self-efficacy; Selbstwirksamkeit; Research method; Forschungsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Angst; Einführungskurs; Zeitbezug; Web Based Training; Affective disturbance; Active behaviour; Affektive Störung; Emotionales Verhalten; Lernleistung; Schulerfolg; Pfadanalyse; Hochschullehre; Schülerverhalten; Learning process; Lernprozess; Prädiktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Distance study; Distance learning; Fernunterricht
Abstract	As the presence of online and hybrid coursework at institutions of higher education has increased, so too has interest among educators and scholars in understanding personal and contextual factors that predict success in different types of learning environments. The purpose of the present study was to examine the relations among temporally-ordered variables, including beginning-semester self-efficacy, utility value, and relevance of instruction, mid-semester emotions (hope, frustration, and anxiety), and end-of-semester learning strategies in a sample of 291 graduate students (N = 219 for the traditional education group and N = 72 for the distance education group) enrolled in an introductory research methods course. Multigroup path analyses were performed to test the equality of path coefficients among the two groups. Results demonstrate that the groups differed with respect to several paths, including the paths from: extrinsic utility value to anxiety and to hope; relevance to hope; and frustration and anxiety to learning strategies. Implications for research, theory, and practice are discussed. (Contains 4 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10