Emerging Evidence Regarding the Roles of Emotional, Behavioural, and Cognitive Aspects of Student Engagement in the Online Classroom

Abstract

There is emerging evidence that suggests emotions as a discrete factor in academic online contexts that significantly contribute to student engagement and higher order learning (Cleveland-Innes & Campbell, 2012;You, 2012, You & Kang, 2014 Zembylas, 2008;Liaw, 2008). Pekrun (2000) and Pekrun, Goetz, Frenzel, Barchfeld, and Perry (2011) developed the control-value theory of achievement emotion that not only showed that emotions represent a discrete category in student engagement, but that there are certain factors such as perceived academic control and self-regulation that function as antecedents of students' emotional reactions that affect online learning. The aim of the present paper is to review the emerging research evidence of the impact of emotions on students' engagement in order to understand the distinct role that emotions may play in online learning. The review also proposes strategies and activities that teachers can use in order to enhance students' positive engagement in online learning. The findings suggest that emotions are significant factors in students' engagement in online learning while cognitive and behavioural factors function as antecedents of emotions in online contexts. The inclusion of emotional, cognitive and behavioural strategies in online teaching can enhance students' engagement and learning experience in the online classroom. Abstract in GreeceΑναδυόμενα ερευνητικά δεδομένα μας δείχνουν ότι τα συναισθήματα αποτελούν διακριτούς παράγοντες στα ακαδημαϊκά διαδικτυακά πλαίσια και συνεισφέρουν σημαντικά στην συμμετοχή των φοιτητών στην μάθηση, στην κριτική σκέψη και στην επίλυση προβλημάτων (Cleveland-Innes & Campbell, 2012;You, 2012, You & Kang, 2014 Zembylas, 2008;Liaw, 2008). Ο Pekrun (2000) και οι Pekrun, Goetz, Frenzel, Barchfeld, και Perry (2011) ανέπτυξαν την θεωρία των συναισθημάτων που συνδέονται με την επίτευξη μαθησιακών στόχων και βασίζονται πάνω στον ατομικό έλεγχο και στην αξία που έχει η μάθηση για τον φοιτητή (control-value theory of achievement emotion) δείχνοντας ότι τα συναισθήματα δεν αποτελούν μόνο μια διακριτή κατηγορία στην συμμετοχή των φοιτητών στην μάθηση, αλλά ότι υπάρχουν συγκεκριμένοι παράγοντες, όπως η αντίληψη του να έχουν οι φοιτητές ακαδημαϊκό έλεγχο και αυτορρύθμιση, οι οποίοι προηγούνται των συναισθηματικών αντιδράσεων των φοιτητών και επηρεάζουν την διαδικτυακή μάθηση.Ο σκοπός της παρούσας εργασίας έχει στόχο την ανασκόπηση των αναδυόμενων ερευνητικών δεδομένων για την επιρροή των συναισθημάτων στην συμμετοχή των φοιτητών στην μάθηση έτσι ώστε να κατανοήσουμε τον διακριτό ρόλο που διαδραματίζουν τα συναισθήματα στην διαδικτυακή μάθηση. Η ανασκόπηση επίσης προτείνει στρατηγικές και δραστηριότητες που μπορούν οι καθηγητές να χρησιμοποιήσουν για να εμπλουτίσουν την θετική συμμετοχή των φοιτητών στην διαδικτυακή μάθηση. Τα ευρήματα δείχνουν ότι τα συναισθήματα αποτελούν σημαντικούς παράγοντες στην συμμετοχή των φοιτητών στην διαδικτυακή μάθηση ενώ γνωστικοί και συμπεριφορικοί παράγοντες προηγούνται των συναισθημάτων στα διαδικτυακά πλαίσια. Η ενσωμ...

Developing critical thinking, collective creativity skills and problem solving through playful design jams

“…In this project, the concept of play is defined as a series of playful characteristics integrated into the instructional design to make learning and group work experience more appealing. From reviewing the literature related to play (Levy, 1978;Henricks, 1999;Brown, 2009;Khazaei, 2018), and the use of humour in learning (Kher et al, 1999;Pentaraki & Burkholder, 2017), characteristics of play to create a positive learning experience are summarised in Figure 2.…”

“…Figure 2. Characteristics of play to create a positive experience in learning (adapted from Levy, 1978;Henricks, 1999;Kher et al, 1999;Brown, 2009;Pentaraki & Burkholder, 2017;Khazaei, 2018) Henricks (1999) comments that one of the qualities that differentiate the act of play from 'normal life' activities is active and deep engagement in an experience, which reflects part of a process referred to as experiential learning. Experiential learning is learning through doing and reflection on doing.…”

Design and implementation of assignments for large classes of health professional students that engage learners and promote communication

“…A useful extrinsic incentive that is often used is awarding marks directly linked to successful completion of an assignment (DeLenardo et al., 2019; Ryan & Deci, 2000). However, and more importantly, connecting assignments to course learning objectives and the possibility of improved summative evaluation outcomes as a consequence of work invested can also authentically engage and intrinsically motivate student participation (Groccia, 2018; Padilla‐Walker, 2006; Pentaraki & Burkholder, 2017).…”

An Analysis of Intercultural Students’ Self-Determination in Graduate Online Programmes: Implications for Praxis

“…This is in agreement with Baumeister and Leary (1995), and Filak and Nicolini's (2018) view of the symbiotic relationship that the sense of belonging and relatedness share. Internalization of motivation takes place, in part, through interactions with the classroom environment (including its materials) and is affected by students' emotional engagement (Pentaraki & Burkholder, 2017). Students' interest in the subject being studied is heightened by the manner in which that subject is presented in learning materials, class design, and discussions Their excitement, or lack thereof, affects emotional contagion and classroom climate which affects the engagement of all in the classroom discussions and interrelations between students.…”