Thursday, 9 August 2012

The Internet and Higher Education

Emotions in online learning environments

Edited by Anthony Artino
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CloseVolume 15 (2012)
You are not entitled to access the full text of this documentVolume 15, Issue 3 - selected
pp. 137-226 (June 2012)
Emotions in online learning environments
You are not entitled to access the full text of this documentVolume 15, Issue 2
pp. 79-136 (March 2012)
Special issue of the American Educational Research Association's online teaching and learning special interest group
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Emotions in online learning environments: Introduction to the special issue


Pages 137-140
Anthony R. Artino Jr.
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Regulating interest when learning online: Potential motivation and performance trade-offs

Original Research Article
Pages 141-149
Carol Sansone, Jessi L. Smith, Dustin B. Thoman, Atara MacNamara
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Highlights

► Internet allows exploration and drift, creating potential for trade-offs. ► Compared online and on-campus undergraduates in same course with same website. ► Compared reported Internet use (exploring website) to make studying more enjoyable. ► Online students used strategy more, predicting greater interest but lower grades. ► Regulating interest when learning online especially vulnerable to trade-offs.
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The role of emotion in the learning process: Comparisons between online and face-to-face learning settings

Original Research Article
Pages 150-160
Gwen C. Marchand, Antonio P. Gutierrez
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How achievement emotions impact students' decisions for online learning, and what precedes those emotions

Original Research Article
Pages 161-169
Dirk T. Tempelaar, Alexandra Niculescu, Bart Rienties, Wim H. Gijselaers, Bas Giesbers
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Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning

Original Research Article
Pages 170-175
Anthony R. Artino Jr., Kenneth D. Jones II
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Highlights

► Results generally support the theoretical assumptions of control-value theory. ► Findings suggest that emotions are linked to self-regulated learning behaviors. ► Emotions labeled as “negative” can potentially produce “positive” outcomes.
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The role of emotions and task significance in Virtual Education

Original Research Article
Pages 176-183
Gwen Noteborn, Katerina Bohle Carbonell, Amber Dailey-Hebert, Wim Gijselaers
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Confusion and complex learning during interactions with computer learning environments

Original Research Article
Pages 184-194
Blair Lehman, Sidney D'Mello, Art Graesser
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Highlights

► We discuss four learning environments that induce confusion during complex learning. ► One environment induced confusion naturally and three artificially induced confusion. ► Confusion was successfully induced using three different methods of induction. ► Confusion induction was tracked using online and retrospective methods. ► Experiences of confusion led to increased learning under certain circumstances.
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Improving online social presence through asynchronous video

Original Research Article
Pages 195-203
Jered Borup, Richard E. West, Charles R. Graham
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Experiences of instructors in online learning environments: Identifying and regulating emotions

Original Research Article
Pages 204-212
Kelley Regan, Anna Evmenova, Pam Baker, Marci Kinas Jerome, Vicky Spencer, Holly Lawson, Terry Werner
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The jury is still out: Psychoemotional support in peer e-mentoring for transition to university

Original Research Article
Pages 213-221
Angelica Risquez, Marife Sanchez-Garcia
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Highlights

► Volunteer freshmen experienced greater psychoemotional needs. ► Emotional support arose with face-to-face meetings and lack of alternative support. ► Mentors expected from the relationship than mentees. ► Perceptions of CMC were strongly determined by individual preferences.
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Not that different in theory: Discussing the control-value theory of emotions in online learning environments

Original Research Article
Pages 222-226
Lia M. Daniels, Robert H. Stupnisky
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