Using Positive Visual Stimuli to Lighten The Online Learning Experience through In Class Questioning

Abstract

also revealed that significant improvements in test scores were not apparent regardless of whether or not amusing visual stimuli were used. The findings imply that showing funny images as a stimulus enhances students' affective states in student-teacher interactions during online learning activities.Keywords: positive visual stimuli, in-class question, online learning, synchronous learning platform , funny image IntroductionAlthough students are familiar with watching video on demand, they lack experience in formal synchronous learning (Cole, 2009;Warden, Stanworth, Ren, & Warden, 2013). As noted by Warden et al.'s (2013) nine-year action study, creating social interactions within a virtual space that emulates a physical classroom remains challenging. In other words, we cannot expect that simply making technology available to teachers and students will automatically translate to selfdirected learning (Y.-M. Huang, Huang, & Wu, 2014; Y.-M. Huang, Huang, Liu, & Tsai, 2013;Sieber, 2005). Therefore, as the instructor does in a conventional physical classroom, synchronous online classes must also be well managed in regard to motivating students to participate (Warden et al., 2013).In order to keep abreast of student learning in a physical classroom, using in-class questions is an efficient instructional strategy. This strategy prevents one-sided communication and gives teachers an opportunity to fulfill student needs (Y.-M. Huang, Liu, Chen, & Wen, 2014;Woolfolk, 2004). Moreover, learners exposed to in-class questions will concentrate their attention on the course unit and have a chance to immediately integrate newly learned knowledge into their existing base of knowledge (Chan, Tam, & Li, 2011). In summary, in-class questions are considered to be an effective instructional strategy to remarkably promote class interaction between teachers and students (Williamson Sprague & Dahl, 2009).Moreover, some studies have found that discussing in-class questions in synchronous learning is beneficial. N. S. Chen, Wei, and Huang (2013) found that synchronous questions (such as quizzes, chat rooms, and oral communication) can provide timely and interactive feedback leading to both improved teaching and learning. Teachers can collect instructional information though synchronous questions that allow immediate changes in the pedagogy applied during instructional activities in order to advance real-time adaptivity to the level at which learners are understanding the material being taught at the time. Students receiving immediate feedback have opportunities for reflection and can therefore improve their performance. Also, Yang (2011) pointed out that a key element in successful learning through computer-mediated communication is to engage students in student-teacher interactions for online learning activities. Yang (2011) thus proposed a study for engaging students in online learning by developing in-class questions intended to enhance student-teacher interactions. & Robson, 1998). In other words, test anxiety and pressure are pa...

Designing a Preliminary Model of Coaching Pedagogy for Synchronous Collaborative Online Learning

“…The media synchronicity theory promotes information richness and identifies webinars in conjunction with face-to-face meetings as having the highest synchronicity (Zoumenou et al., 2015). The results indicate that positive visual stimuli in synchronous online learning support the creation of SP, particularly learner–instructor communication (Lai et al., 2016). Lieser et al.…”

“…Technology as a double-edged sword: From behavior prediction with UTAUT to students' outcomes considering personal characteristics (Khechine & Lakhal, 2018) General A case study of integrating Interwise: Interaction, Internet self-efficacy, and satisfaction in synchronous online learning environments (Kuo et al, 2014) General Using positive visual stimuli to lighten the online learning experience through in-class questioning (Lai et al, 2016)…”

Wireless Sensors for Brain Activity—A Survey

“…Anyway, no connection has been determined between the positive stimuli and the learning performance. Although the biggest part of the researchers is focusing just on attention point, some of them also include meditation into their studies as NeuroSky also supplies its pride meditation detector directly to the products [96,104,106,108]. However, meditation will not play the main role in comparison to attention during an active classroom and can only be included with other factors for performance evaluation.…”

The use of data science for education: The case of social-emotional learning

“…Similarly, researchers might be interested in developing models that can automatically detect affective states (e.g., anxiety, frustration, boredom) from machine-readable signals (Huang et al In Press; Lai et al 2016;.…”