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Emotion, Learning and the Online Learning Environment

Emotion, Learning and the Online Learning Environment. M. Cleveland-Innes Zehra Akyol. Agenda. Introduction to emotion and learning Review of community of inquiry and emotion Research on emotion online Discussion Emotion and Learning SIG Web-site. Emotion and Learning.

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Emotion, Learning and the Online Learning Environment

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  1. Emotion, Learning and the Online Learning Environment M. Cleveland-Innes Zehra Akyol

  2. Agenda • Introduction to emotion and learning • Review of community of inquiry and emotion • Research on emotion online • Discussion • Emotion and Learning SIG Web-site

  3. Emotion and Learning Barry Kort, Rob Reilly, Rosalind W. Picard, "An Affective Model of Interplay between Emotions and Learning: Reengineering Educational Pedagogy-Building a Learning Companion," icalt, p. 0043,  Second IEEE International Conference on Advanced Learning Technologies (ICALT'01),  2001

  4. First principles If students are to learn desired outcomes in a reasonably effective manner, then the teacher's fundamental task is to get students to engage in learning activities that are likely to result in their achieving those outcomes . . . . . Schuell 1986

  5. Engagement “the time and energy devoted to educationally sound activities inside and outside of the classroom” Kuh, 2003 Student centred “the learner is at the centre of curricular and instructional design” McCoombs, 1990 Interaction “Formal and informal academic and social interaction with faculty may make a unique contribution to college impact “ Pascarella & Terenzini, 1991

  6. Online teacher as bricoleur A bricoleur is one who creates from a diverse range of materials and tools which happen to be available. The teacher as bricoleur makes a series of professional judgments about how to teach. The online teacher as bricoleur makes a series of professional judgments about how to teach using the diverse range of material and tools available..

  7. emotion is present; observe, acknowledge, support Plutchick, 2003; Stets & Turner, 2006; Wosnitzaq & Volet, 2005 emotion plays a role in human reason Damasio, 1994; leDoux, 1996 emotion can not be considered separate from learning environments Brookfield, 2006; Lipman, 2003

  8. Community of Inquiry Framework Cognitive Presence The extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry. Social Presence The ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities. Teaching Presence The design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes

  9. Elements, Categories & Indicators

  10. Community of Inquiry The model is thoroughly social and communal ….. …. a method for integrating emotive experience, mental acts , thinking skills, and informal fallacies into a concerted approach to the improvement of reasoning and judgment. Lipman, 2003

  11. Social Presence ….. is defined as "the ability of participants in a community of inquiry to project themselves socially and emotionally, as ‘real’ people (i.e. their full personality), through the medium of communication being used”

  12. How emotional is the social ? • 7/15 social expressions corresponded significantly to more positive ratings of the social environment. • addressing others by name • complimenting • expressing appreciation • using the reply feature to post messages • expressing emotions • using humor • salutations. • Rourke & Anderson, 2000

  13. emotion is present in online learning communities Campbell & Cleveland-Innes, 2006; Derks, Fischer & Bos, 2007; O’Regan, 2003; Lehman, 2006; Perry & Edwards, 2005

  14. Delight Emphasis Excitement Yearning Passion Desire / hope Unhappiness Humor • Pride Enjoyment Like Dislike Thankfulness Appreciation Preference Irony / sarcasm

  15. Emotion was expressed when connecting with other students. • I felt comfortable expressing emotion through the online medium. • Expressing emotion in relation to expressing ideas was acceptable in this course. • I found myself responding emotionally about ideas or learning activities in this course. • The instructor acknowledged emotion expressed by students. • The instructor demonstrated emotion in online presentations and/or discussions.

  16. social presence Emotion was expressed when connecting with other students. I felt comfortable expressing emotion through the online medium. .665 .645

  17. .668 • 591 • .573 • .420 teaching presence The instructor acknowledged emotion expressed by students. I found myself responding emotionally about ideas/learning activities in this course. The instructor demonstrated emotion in online presentations and/or discussions cognitive presence Expressing emotion in relation to discussing ideas was acceptable in this course.

  18. Integral Emotional Presence

  19. Emotion and Teaching “From brain research we know now that when we get emotional about a task we are involved in learning. Brain research has confirmed that emotions are linked to learning by assisting us in recall of memories that are stored in our central nervous system. “ “Practically speaking, this means as designers and educators need to create places that are not only safe to learn, but also spark some emotional interest through celebrations and rituals.” Fielding, 2006

  20. …. COI model does allude to some aspects of instructor humanness, especially in the social presence component, perhaps there is room in this model for a more specific emphasis on the emotional presence. How can one have a true community without some aspect of emotional attachment or involvement in the lives of those who share that communal space? Perry & Edwards, 2005

  21. INSTRUCTOR VIEWS Affective: instructors comfortable expressing positive emotions online; most would endeavour to avoid expressing negative emotions. Emotion: can both support and hinder learning, e.g., anxiety, frustration can hinder experience; excitement, satisfaction can enhance. AU Instructors and those trained as “dispassionate observers” less likely to attend to EP

  22. Instructors can model emotional response (Brookfield, 2006), explain its role in the instructor’s own learning (Kort, Reilly & Picard, 2001), teach how to bring emotion to consciousness and make use of the emotional state in a learning situation (Campbell & Cleveland-Innes, 2005). Cleveland-Innes, 2008

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