Affective Domain: The Uncharted Area of Teaching and Learning in Tertiary Education

Abstract

Aims: This study was conducted to examine how the learning opportunities and instructional designs be organized and responsibilities for the teachers be defined for students to acquire affective skills.
 Study Design: This exploratory research design adopted a qualitative approach.
 Place and Duration of Study: The study was conducted in three colleges under the Royal University of Bhutan for a period of one year (2019-2020). 
 Sample: Out of a sample of 10 college students (one each from 10 colleges under the Royal University of Bhutan) selected through purposive sampling technique, due to the impact of the ongoing pandemic, only three interviewees consented and participated in the interview.
 Methodology: Data were collected using structured interview and systematic literature review. Review questions and criteria for inclusion and exclusion of articles for literature review were formulated and the PRISMA flow diagram was used to select review articles for systematic literature review. Using the content analysis technique, data gathered through systematic literature review and structured interview were analysed.
 Results: The findings revealed that affective domain remains as one area of learning which is getting the least attention across the curriculum and from the educators. The lack of opportunities for students to practice the skills they learn in the classroom, inadequate use of CL structures and interactive learning methods in teaching, absence of affective elements in instructional designs and deliveries, teachers modelling skills and student-teacher relationships are some of the factors undermining the acquisition of affective skills.
 Conclusion: In view of these findings, the researchers recommend scholars and educators to conduct more studies on affective domains; curriculum and policy developers to ensure the inclusion of all three domains of learning across the curriculum; management/stakeholder to acknowledge the importance of affective domain of learning and provide training to teachers on the development of affective skills; and teachers/educators to incorporate affective skills in their instructional designs and deliveries to help students to acquire affective skills.

Agile: Where Vuca and Affective Factors Meet

“…Whilst affective factors have been a well-recognised part of Bloom's three domains of learning outcomes [6] it is increasingly recognised that the affective domain is under researched. The domain is seen as fundamental to the cognitive and psychomotor domains but has been marginalized due to the challenges of objective evaluation [7]. Organisations including OECD and UNESCO recognise the importance of resilience and social-emotional competencies as part of learning, but also that teachers are poorly prepared for supporting their students [2].…”

Investigating students’ self-perceived affective learning during classroom interaction involvement at a South African University

“…For instance, during a study conducted by Nande, Aboho and Maduewesi (2019) in Nigeria, they mentioned the neglect of the affective domain within the syllabus and classroom practice as "a neglected area of learning objectives". Similarly, Dorji-Yangzom (2021) refers to the neglect of the affective domain within the university curriculum as "the unchartered area of teaching and learning in tertiary education". Pierre and Oughton (2007) moreover describe the neglect of the affective domain as "the undiscovered country".…”