Design principles for improving emotional affordances in an online learning environment

Park, Taejung; Lim, Cheol-Il

doi:10.1007/s12564-018-9560-7

Cited by 30 publications

(29 citation statements)

References 42 publications

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“…In addition, distance learning is flexible and time saving; it allows students to work from home with easy access to learning resources (Fleischmann 2018). Moreover, to achieve meaningful and successful online distance learning, a supportable learning environment needs to be provided to learners via technology (T. Park & Lim 2019). However, some students face learning challenges especially in establishing communication patterns and in relating to effective teaching practices, even if their evaluation of their distance learning experiences is positive (Markova et al 2017).…”

Section: Design Online Teachingmentioning

confidence: 99%

The Impact of COVID‐19 Lockdown on Design Students’ Performance Case Study in the UAE

Amro¹

2021

Int J Art Design Ed

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In China and the rest of the world, the COVID‐19 pandemic has been spreading since December 2019. This pandemic had negative effects on the public in general and on students’ performance. This study aimed to evaluate the perceived performance of design students participating in online distance learning due to the COVID‐19 pandemic lockdown in the UAE. The evaluation of the students’ negative emotions and their impact on creativity and design performance was conducted in two design courses. The case study included 193 design students, 140 first year and 53 fourth year students who are enrolled from the College of Fine Arts and Design. An online survey was used as a post‐evaluation tool for the students. Two focus group interviews were conducted for instructors who were involved in the sudden remote teaching. The findings showed the instructors’ deep understanding of the students’ emotions and how such emotions are reflected on performance during the pandemic. First year students had higher anxiety levels than fourth students, which negatively affected their design practice and learning performance for the lack of design experience. However, first years produced creative projects. Fourth years also had high anxiety levels, but they showed a higher level of satisfaction in their performance than first years. This study explored the impact, changes and challenges brought about by the pandemic experience and how instructors could benefit from it in future. Online classes changed the way design was taught and delivered. Blended learning is considered as a motivational and creative learning process.

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Section: Design Online Teachingmentioning

confidence: 99%

The Impact of COVID‐19 Lockdown on Design Students’ Performance Case Study in the UAE

Amro¹

2021

Int J Art Design Ed

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“…In asynchronous online learning, the learning process is generally conducted through course materials, quizzes, assignments, and discussion activities where students often enhance learning themselves and carry out activities with their own strategies. Challenges may create situations affecting their academic success, such as boredom (Park & Lim, 2019), lack of interest in the course, dropout, and unwillingness to take responsibility (Kim et al, 2017). Since humor creates a nonintimidating learning atmosphere, it can contribute to students' willingness to perform the assigned tasks (Baxter & Wilmot, 1984;Graham, 1995).…”

Section: Introductionmentioning

confidence: 99%

The educational power of humor on student engagement in online learning environments

Erdoğdu

Çakıroğlu

2021

RPTEL

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The primary goal of the study is to investigate the effect of the usage of humor on behavioral, emotional, and cognitive engagement in online learning. Humorous elements were integrated into the online learning components. The mixed-method study was conducted over 14 weeks with the participation of 74 university students in an online university course. As a result, elements of humor can be integrated into materials for attention grabbing, recalling, feedback, and humor breaks. A diversity of humorous elements created a significant difference and improved behavioral engagement for course materials, discussions, and assignments. However, humorous elements did not contribute to the behavioral engagement for quizzes. It was additionally observed for emotional engagement that the use of humor created a significant difference and improved emotional engagement. As for cognitive engagement, a positive influence of the usage of humorous elements in course materials, discussions and assignments was observed.

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“…Correspondingly, the concepts of "Ecology of Language Learning" (ELL) as proposed by Leo van Lier (2008, 2010 and "online collaborative learning" by Wang Fang & Gu (2020) denote a significant shift in the theoretical perspectives regarding teaching and learning approaches. This approach, on the surface, might appear identical to the sociocultural theory (SCT) of language learning as suggested by some second language acquisition (SLA) researcherssee, for example, Lantolf (2000), Lantolf & Poehner (2014), Lantolf, Poehner & Swain (2018). However, the two approaches are not to be equated as they start out from historically different origins and seek to explore different aspects of learning and teaching.…”

Section: What Are Affordances In the Ecology Of Teaching And Learning?mentioning

confidence: 94%

Untitled

Kaviani

Tamim

Ghaemi

2020

MJLTM

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This paper proposes a conceptual framework for online teaching and learning during a global crisis, such as the health crisis created by the COVID-19 Pandemic in the year 2020. The paper argues that adopting a combinatorial, ecological approach including five types of affordances, i.e. cultural, social, technological, cognitive and affective affordances can be instrumental in improving the process of teaching and learning in an online learning environment. The authors believe that through proper training, teachers can become more heedful of and knowledgeable about the five types of affordances that the online ecology of learning and teaching offers and can exploit them to deliver better lessons and develop and conduct more practical assessments. It is likewise suggested that students can enjoy better learning experiences, if through proper orientation and preparation, they gain the requisite knowledge about, and master the relevant skills in, identifying and using the relevant affordances in the online learning ecology. In addition, it is proposed that course-related surveys conducted throughout and at the end of each course can provide significant insights as to the availability and applicability of the affordances provided in the online learning environments. Finally, due to the distinctively complex nature of the online ecology of learning and teaching, the authors consider it of paramount importance to provide ongoing advising services for teachers and students alike in the five areas of affordances discussed in this paper.

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Design principles for improving emotional affordances in an online learning environment

Cited by 30 publications

References 42 publications

The Impact of COVID‐19 Lockdown on Design Students’ Performance Case Study in the UAE

The Impact of COVID‐19 Lockdown on Design Students’ Performance Case Study in the UAE

The educational power of humor on student engagement in online learning environments

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