University Students' Emotions in Virtual Learning: A Review of Empirical Research in the 21st Century

Autor/inn/en	Henritius, Eija; Löfström, Erika; Hannula, Markku S.
Titel	University Students' Emotions in Virtual Learning: A Review of Empirical Research in the 21st Century
Quelle	In: British Journal of Educational Technology, 50 (2019) 1, S.80-100 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12699
Schlagwörter	Emotional Response; Educational Technology; Computer Simulation; Student Attitudes; Student Satisfaction; Technology Uses in Education; College Students; Higher Education; Educational Research; Educational Environment; Research Methodology + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Unterrichtsmedien; Computergrafik; Computersimulation; Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Research method; Forschungsmethode
Abstract	This paper presents a systematic review of university students' emotions in connection with virtual learning based on 91 articles published between 2002 and 2017 in four international journals that focus on virtual learning and educational technology or on learning in higher education. These journals were considered potential channels for research on emotions in virtual learning and higher education. The objective was to analyse the articles for concepts and theoretical background related to virtual learning and emotions, contextual focus, methodological choice, and/or results. The review showed that the most common emotion-related concept was "satisfaction." The most common context for the articles was a complete non-physical learning environment (e.g. Second Life). Approximately 60% of the articles used quantitative methods. The most common design for studying emotions was an explanatory design. Students' emotions were mainly studied through concepts related to emotion (e.g. "satisfaction"). Yet only a few of the studies focused on the fluctuation of emotions in the course of events, relying instead on post hoc data that treat students' emotions as traits rather than states. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01