Flow in E-learning: What Drives It and Why It Matters

Autor/inn/en	Rodríguez-Ardura, Inma; Meseguer-Artola, Antoni
Titel	Flow in E-learning: What Drives It and Why It Matters
Quelle	In: British Journal of Educational Technology, 48 (2017) 4, S.899-915 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12480
Schlagwörter	Attention; Psychological Patterns; Learning Processes; Questionnaires; Observation; Behavior Patterns; Virtual Classrooms; Electronic Learning; Positive Attitudes; Academic Achievement; Academic Persistence; Foreign Countries; Higher Education; Factor Analysis; Europe + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Learning process; Lernprozess; Fragebogen; Beobachtung; Schulleistung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Faktorenanalyse; Europa
Abstract	This paper seeks to explain why some individuals sink further into states of flow than others, and what effects flow has in the context of a virtual education environment. Our findings--gathered from both questionnaire and behavioural data--reveal that flow states are elicited by the e-learners' senses of controlling the virtual education environment, their attention centred on the learning activity, and their feelings of physically being in such an environment. We bring evidence about three benefits from flow states: they facilitate e-learner's positive emotions, they enhance e-learners' academic performance, and they contribute to students' effective continuance in e-learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01