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'You're facing that machine but there's a human being behind it': students' affective experiences on an online doctoral programme.

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Title: 'You're facing that machine but there's a human being behind it': students' affective experiences on an online doctoral programme.
Authors: Kennedy, Eileen1 (AUTHOR) eileen.kennedy@online.liverpool.ac.uk, Gray, Morag1 (AUTHOR)
Source: Pedagogy, Culture & Society. 2016, Vol. 24 Issue 3, p417-429. 13p.
Subject Terms: *Affective education, *Distance education, *Emotions, *Doctoral programs, *Doctoral students, Narrative discourse analysis
Abstract: Online students use highly emotional language to describe their experiences, indicating that learners do feel a great deal online. This paper draws on Wetherell's exploration of affective practice to theorise learners' responses to the pedagogical and technological online environment. Findings of a research project that focused on two cohorts of online doctoral students are presented, including survey responses and interview data. Thematic analysis indicates that participants experienced positive and negative affects circulating around three sites of intensity: a sense of progression; community interaction and assignment feedback. However, narrative analysis of extracts from the interviews reveal a further level of complexity to the data, drawing attention to the unfinished and shifting character of these affects. The paper concludes by pointing to the implications of this research for designing the online environment in ways that will allow students to experience the full potential of online learning. [ABSTRACT FROM AUTHOR]
Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: 'You're facing that machine but there's a human being behind it': students' affective experiences on an online doctoral programme.
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  Data: <searchLink fieldCode="AR" term="%22Kennedy%2C+Eileen%22">Kennedy, Eileen</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> eileen.kennedy@online.liverpool.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Gray%2C+Morag%22">Gray, Morag</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Pedagogy%2C+Culture+%26+Society%22">Pedagogy, Culture & Society</searchLink>. 2016, Vol. 24 Issue 3, p417-429. 13p.
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  Data: *<searchLink fieldCode="DE" term="%22Affective+education%22">Affective education</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink><br />*<searchLink fieldCode="DE" term="%22Doctoral+programs%22">Doctoral programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Doctoral+students%22">Doctoral students</searchLink><br /><searchLink fieldCode="DE" term="%22Narrative+discourse+analysis%22">Narrative discourse analysis</searchLink>
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  Data: Online students use highly emotional language to describe their experiences, indicating that learners do feel a great deal online. This paper draws on Wetherell's exploration of affective practice to theorise learners' responses to the pedagogical and technological online environment. Findings of a research project that focused on two cohorts of online doctoral students are presented, including survey responses and interview data. Thematic analysis indicates that participants experienced positive and negative affects circulating around three sites of intensity: a sense of progression; community interaction and assignment feedback. However, narrative analysis of extracts from the interviews reveal a further level of complexity to the data, drawing attention to the unfinished and shifting character of these affects. The paper concludes by pointing to the implications of this research for designing the online environment in ways that will allow students to experience the full potential of online learning. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/14681366.2016.1175498
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      – SubjectFull: Distance education
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