Psychological Aspects of E-learning

1. Psychological Aspects of E-learning Sándor Suplicz

2. Psychological aspects behavioural humanistic cognitive positive many others

3. The behavioural approach (Thorndike, Pavlov, Watson, Tolman, Skinner) We have hoped for the result of learning, as a change of behavior, as a result of the methods of learning theories, and the repeated effects from the immediate surroundings and syllabus. In an artificial environment, with extorted answers

4. In the 1970s, at Bánki College we used teaching machines developed on this theoretical basis. These experiments did not bring considerable results Since the 1980s: computer systems Last decade: intelligent electronic sylabus

5. Summary Behavioural approach is a simple but good method of acquiring and checking knowledge materials.

6. The cognitive approach (Koffka, Köhler, Lewin, Piaget, Bruner, G. Kelly) The theory which considers the internal mental processes, the laws of consideration and processing of information. It is a possible method of development of the engineering /teaching thinking. It is an especially appropriate approach for the already graduate individuals (see: distance learning in our practice).

7. Humanistic approach (Maslow, Rogers, Angyal) It sets out from the total acceptance of the person; this is why it is especially suitable in the first phase of the teacher-training education It is only when we get rid of our fears that we are able to choose an independent way

8. The positive psychological approach (V. Frankl, M. Csíkszentmihályi) It is oriented towards future and values. The network syllabus provides littlehuman/emotive basis. We have few contact hours at disposal to provide emotional support (Pygmalion effect)

9. According to professor Zsók, apart from teaching,a tutor is a representative of both existential truths and values.

10. We performed a research in order to relate the very smattering Hungarian experience A distance learnig group reached a remarkably good result. • We were looking for the reasons. • In learning methods and • emotional disposition.

11. We did not find remarkable differences in learning style !

12. The metaphors developed after summarizing the resultsgive a splendid picture of the emotional attitude of the students.

13. To sum up, it can be stated that there was a significant difference between the three groups’ emotionally defined fighting strategies. Distant students (4.2) • the best school achievements • associate learning with positive attributes and • ideas. • Their prospects of future are attractive, • their goals are well defined.

14. Correspondence students (3.3) • are ready to fight (to learn) • but their idea of future is risky and dangerous. • Their goals are of short-term, changeable and • hard todefine.

15. Regular, daily students(3,2) their idea of future is a bank deposit sailing in good wind jumping in the darkness

16. Virtual Electronic Learning for Vocational Initial Teacher Training Cognitive&EMOTIONAL activities of VLE Communication Knowledge acquiring Thinking Learning FLOW OBSERVE & FOLLOW TUTOR/TEACHER EMOTIONS + VALUES • individual • in group • in pair

17. Virtual Electronic Learning for Vocational Initial Teacher Traning Summary Basic considerations in virtual learning: MOTIVATION INTRINSIC ~ 80% STRUCTURE SEQUENCE REINFORCEMENT DISCOVERY INDEPENDENCE +MODELL OBSERVE/FOLLOW : 20%

18. What shall we do? With all due respect and not neglecting the elaborate and intelligent syllabus of the behaviorists and cognitive psychologists, we can state that the possibility of stepping further and the additional energy hides in emotive identification, values, higher goals,and flow, especially in teacher training areas.

19. We all know that the holistic approach (emotional and cognitive together) has made a breakthrough in healing, psychology, and other areas of life, but it is still not present in general thinking.

20. ... nature and art together can prove to be stronger… /Goethe /