IRRODL Volume 13, Number 4, ISSN 1492-3831 Publisher: Athabasca University Press
In spite of evidence that more and more students are engaging in online learning experiences, details about the transition for teachers and students to a new learning environment are still unconfirmed. While new technologies are often expected to make work easier, they also involve the development of new competencies. This change may, in itself, elicit an emotional response, and, more importantly, emotion may impact the experience of online learning. Knowledge about the impact of emotion on learning broadly is available, but not about emotion and online learning. This study presents evidence of emotions present in online environments, and empirical data which suggests emotional presence may exist as a fundamental element in an online community of inquiry.
Cleveland-Innes, M. & Campbell, P. (2012). Emotional presence, learning, and the online learning environment. The International Review of Research in Open and Distributed Learning, 13(4), 269-292. Athabasca University Press.
Muhammad Buzdar, Assistant Professor Department of Education Government College University Faisalabad, Pakistan; Akhtar Ali, Associate Professor Department of Education The Islamia University of Bahawalpur, Pakistan; Riaz Tariq, Professor Emeritus Department of Education Government College University Faisalabad, Pakistan
The International Review of Research in Open and Distributed Learning Vol. 17, No. 1 (Feb 02, 2016)
Jacqueline Baxter, THE OPEN UNIVERSITY UK Department of Social Policy and Criminology; Jo Haycock, The Open University UK
The International Review of Research in Open and Distributed Learning Vol. 15, No. 1 (Jan 15, 2014)
Moderating Effects of Academic Emotions between Perceived Academic Control and Self-Regulated Learning in Online Courses
Jiwon You, Myunghee Kang & Phoebe Pahng, Ewha Womans University, Korea (South)
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 2180–2188
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