Emotional Presence, Learning, and the Online Learning Environment
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| Title: | Emotional Presence, Learning, and the Online Learning Environment |
|---|---|
| Language: | English |
| Authors: | Cleveland-Innes, Martha, Campbell, Prisca |
| Source: | International Review of Research in Open and Distance Learning. Oct 2012 13(4):269-292. |
| Availability: | Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 24 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Educational Environment, Emotional Response, Electronic Learning, Online Courses, Educational Technology, Distance Education, Higher Education, Psychological Patterns, Graduate Students, Graduate Study, Factor Analysis, Information Technology |
| ISSN: | 1492-3831 |
| Abstract: | 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. (Contains 2 tables and 1 footnote.) |
| Abstractor: | As Provided |
| Number of References: | 68 |
| Entry Date: | 2013 |
| Accession Number: | EJ1001716 |
| Database: | ERIC |
| Abstract: | 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. (Contains 2 tables and 1 footnote.) |
|---|---|
| ISSN: | 1492-3831 |
