Emotional presence, learning, and the online learning environment

Cleveland-Innes, Martha; Campbell, Prisca

doi:10.19173/irrodl.v13i4.1234

Cited by 238 publications

(128 citation statements)

References 36 publications

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“…70 – 72 Thereafter, emotion cannot be considered to be detached from the learning setting, even evidences suggest that emotion is equally acting in the online situation as an essential component. 70 – 73 …”

Section: Discussionmentioning

confidence: 99%

Emotional maturity of medical students impacting their adult learning skills in a newly established public medical school at the east coast of Malaysian Peninsula

Bhagat

Haque

et al. 2016

AMEP

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Emotional maturity (EM) is defined as the ability of an individual to respond to situations, control emotions, and behave in an adult manner when dealing with others. EM is associated with adult learning skill, which is an important aspect of professional development as stated in the principles of andragogy. These principles are basically a characteristic feature of adult learning, which is defined as “the entire range of formal, non-formal, and informal learning activities that are undertaken by adults after an initial education and training, which result in the acquisition of new knowledge and skills”. The purpose of this study is to find out the influence of EM on adult learning among Years I and II medical students of Universiti Sultan Zainal Abidin (UniSZA). The study population included preclinical medical students of UniSZA from Years I and II of the academic session 2015/2016. The convenient sampling technique was used to select the sample. Data were collected using “EM scale” to evaluate emotional level and adult learning scale to assess the adult learning scores. Out of 120 questionnaires, only six response sheets were not complete and the remaining 114 (95%) were complete. Among the study participants, 23.7% (27) and 76.3% (87) were males and females, respectively. The data were then compiled and analyzed using SPSS Version 22. The Pearson’s correlation method was used to find the significance of their association. The results revealed a significant correlation between EM and adult learning scores (r=0.40, p<0.001). Thus, the study result supports the prediction, and based on the current findings, it can be concluded that there is a significant correlation between EM and adult learning and it has an effect on the students. Medical faculty members should give more emphasis on these aspects to produce health professionals. Henceforward, researchers can expect with optimism that the country will create more rational medical doctors.

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Section: Discussionmentioning

confidence: 99%

Emotional maturity of medical students impacting their adult learning skills in a newly established public medical school at the east coast of Malaysian Peninsula

Bhagat

Haque

et al. 2016

AMEP

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“…The educational situation during the spread of COVID-19 highlighted teachers' professional skills and competences and significantly affected teachers' emotions. Research regarding the impact of emotion and cognition provides compelling evidence that the relation between emotion, education and learning should be examined further (Cleveland-Innes & Campbell, 2012). So, the question was how teachers' emotions (and changes in emotions; both the prevailing emotions before the pandemic and current emotions during the coronavirus pandemic were measured) were related to the perception and management of distance education.…”

Section: Research Focusmentioning

confidence: 99%

Distance Education During Covid-19: The Perspective of Slovak Teachers

Mikušková

Verešová

2020

PEC

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As the new coronavirus SARS-CoV-2 (causing COVID-19) has begun to spread around the world, education has taken the form of distance education from one day to the next. To this day, little is known about distance education during the pandemic period from teachers’ point of view, so the study focused on perception and management of distance education in primary school (primary and lower secondary education) and upper-secondary school (upper secondary education) teachers; and the main aim was to explore the connection between teaching experience, personality traits, and emotions of teachers and their perception and management of distance education during the coronavirus pandemic. The research sample consisted of 379 teachers (89.7% women) aged 23 – 70 years (M = 44.91; SD = 10.38). They completed the questionnaire which consisted of: demographic questions, questions related to perception and management of distance education, the Positive and Negative Affect Schedule and the Big Five Inventory 2. During the pandemic period, the negative emotions of teachers increased while positive emotions decreased; distance education was closely related to emotions (and changes in emotions) and personality; moreover, teachers reported willingness to implement partial changes into their teaching after the pandemic period.

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“…Which steps are needed to be taken to retain emotional intelligence in the learning environment? [30,72]. How can ACALEs replicate the social exchanges that occur among individuals in a classroom?…”

Section: Current and Future Trendsmentioning

confidence: 99%

A survey of adaptive context-aware learning environments

Hasanov

Laine

Chung

2019

AIS

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Adaptive context-aware learning environments (ACALEs) can detect the learner's context and adapt learning materials to match the context. The support for context-awareness and adaptation is essential in these systems so that they can make learning contextually relevant. Previously, several related surveys have been conducted, but they are either outdated or they do not consider the important aspects of context-awareness, adaptation and pedagogy in the domain of ACALEs. To alleviate this, a comprehensive literature search on ACALEs was first performed. After filtering the results, 53 studies that were published between 2010 and 2018 were analyzed. The highlights of the results are: (i) mobile devices (PDAs, mobile phones, smartphones) are the most common client types, (ii) RFID/NFC are the most common sensors, (iii) ontology is the most common context modeling approach, (iv) context data typically originates from the learner profile or the learner's location, (v) rule-based adaptation is the most used adaptation mechanism, and (vi) informative feedback is the most common feedback type. Additionally, we conducted a trend analysis on technology usage in ACALEs throughout the covered timespan, and proposed a taxonomy of context categories as well as several other taxonomies for describing various aspects of ACALEs. Finally, based on the survey results, directions for future research in the field were given. These results can be of interest to educational technology researchers and to developers of adaptive and context-aware applications.

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Emotional presence, learning, and the online learning environment

Cited by 238 publications

References 36 publications

Emotional maturity of medical students impacting their adult learning skills in a newly established public medical school at the east coast of Malaysian Peninsula

Emotional maturity of medical students impacting their adult learning skills in a newly established public medical school at the east coast of Malaysian Peninsula

Distance Education During Covid-19: The Perspective of Slovak Teachers

A survey of adaptive context-aware learning environments

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