The influence of emotions, attitudes and perceptions on learning with technology

Abstract

Welcome to this very international issue of Research in Learning Technology in which we present research that has been undertaken in UK, Chile, Finland, Germany, Portugal and USA. The articles on the use of technology span a range of effective teaching practices, showcase strategies for successful learning and propose ideas for future mechanisms to better engage students in their educational experiences. For me, one question running through this issue is: how is technology helping us to deliver more student-centred education?The first article by Pedro et al. (2014) investigates the use of a recommender system across all educational sectors in Portugal. A recommender system recognises us when we return to sites previously visited such as booksellers and music download sites. They are responsive to our personal interests and offer recommendations that are aligned to our previous online transactions. Use of recommender systems in educational contexts is less common. This article explores an early implementation of a recommender system in four institutions from elementary to university level. Preliminary results highlight that the younger the learner, the more responsive they are to recommendations.Next, a study by Kear, Chetwynd and Jefferis (2014) on social presence explores how effective personal profile pages can be in reducing student isolation. Two studies conducted at the Open University UK approximately 5 years apart illustrate that students' use of personal profile pages can be of value in developing a sense of personal connection. The extent to which students considered personal profile pages as helpful is measured across the passage of time and the change in technologies.Another strategy for engaging students that we are increasingly seeing is the use of social media tools within the online teaching and learning dynamic. Blaschke (2014) investigates whether integration of a suite of social media tools into the learning design can aid students in developing their metacognitive skills and become more work-ready. She reports a case study of 14 cohorts of postgraduate students undertaking foundations studies of distance education and e-learning in Germany.A study from the USA by Butz, Stupnisky and Pekrun (2015) compares online and on-campus students' emotions. This excellent piece of research greatly raises our awareness of the anger, anxiety and helplessness that students may feel when additional technology is introduced into their learning environment. Students' positive experiences of control, value and perceived success are also explored in this article. The authors recommend that we, as educators, need to understand the differences between the emotional supports that are required for learners depending on their study mode.

Pedagogías emergentes en ambientes virtuales de aprendizaje

“…Además de la importancia de efectuar este tipo de reconocimientos de persona a persona, ya en el contexto de los entornos virtuales surgen enfoques avanzados de inteligencia artificial para identificar, reconocer y acompañar el proceso de aprendizaje de cada estudiantes teniendo en cuenta sus emociones a lo largo de todo el proceso (Ma, Sun, Song, Li, & Xu, 2018;O'Reilly, 2015;Yang, Alsadoon, Prasad, Singh, & Elchouemi, 2018). Surgen también desafíos éticos para responder correctamente a este tipo de nuevos reconocimientos y acompañamientos mediados por tecnologías digitales.…”

The Effect of Scaffolding on Assignment Quality and Procedural Learning Achievement

“…The complexity of competencies that must be mastered by students can increase the cognitive and emotional load for students, especially when they study with google or the internet (Kalyuga, 2009;O'Reilly, 2015;Noteborn & García, 2016;Huang, 2019). Inverted learning allows instructors to deliver more material to students (Mason et al, 2013) because the material is not be delivered in the classroom.…”

A systematic Literature Review of Internet of Things for Higher Education: Architecture and Implementation

“…The impact of technology on the world of education has made many institutions reorganize the existing teaching and learning processes. The IoT supports key changes in students' learning methods of knowledge (O'Reilly, 2015). The impact of technology on education can be seen from the involvement of students in many aspects of education, namely involvement in the learning process with educational personnel (Johnson et al, 2016).…”