Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings

Rovai, Alfred P.; Wighting, Mervyn J.; Baker, Jason D.; Grooms, Linda D.

doi:10.1016/j.iheduc.2008.10.002

Cited by 200 publications

(148 citation statements)

References 17 publications

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“…The experiential information that operates in concert with the cognitive experience of learning constructs the affective source of the learning experience. Studies have shown that this affective source includes emotions, interests, opinions, attitudes, and values felt during the learning process (L. Anderson & Krathwohl, 2001;Krathwohl, Bloom, & Masia, 1964;Rovai, Wighting, Baker, & Grooms, 2009). Caspi and Blau (2008) suggested that, in retrieving the experience of learning, one may rely on either the cognitive source or the affective source or both.…”

Section: Perception Of Learningmentioning

confidence: 99%

“…They found that the teachers' lounge is the physical space in schools for teachers to gain professional knowledge in informal ways. The perception of learning includes cognitive and affective aspects ; see also Rovai et al, 2009). The influence of the two independent variables on these two aspects of perception of learning may differ.…”

Section: Research Goals and Hypothesesmentioning

confidence: 99%

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Comparing Perceived Formal and Informal Learning in Face-to-Face versus Online Environments

Levenberg

Caspi

2010

IJELL

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Two hundred and thirty-nine elementary school teachers reported their perceived learning (cognitive and affective aspects) in four learning environments: Formal -face-to-face (teachers' professional development courses), Informal -face-to-face (teachers' lounge), Formal -online (online teacher professional development courses), and Informal -online (teachers' online forum). We found that perceived learning in formal learning environments was higher than in informal learning environments. The effect of communication media was also significant; teachers who communicated online reported higher perceived learning than teachers who communicated face-toface. The interaction between formality and communication media was also significant. In the informal environments, online learners perceived their learning to be higher than face-to-face learners, whereas in formal learning environments there was no such difference. These results revealed the importance of the medium in different learning environments.

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Section: Perception Of Learningmentioning

confidence: 99%

Section: Research Goals and Hypothesesmentioning

confidence: 99%

Comparing Perceived Formal and Informal Learning in Face-to-Face versus Online Environments

Levenberg

Caspi

2010

IJELL

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“…[13][14][15] Additionally, assessing the technologies that students perceive as beneficial or detrimental to their learning may help highlight potential problem areas. 15 Students' technology preferences may be the next highly important variable in the selection criteria for instructional technologies.…”

Section: Introductionmentioning

confidence: 99%

Student Pharmacists' Use and Perceived Impact of Educational Technologies

Stolte

Richard

Rahman

et al. 2011

American Journal of Pharmaceutical Education

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Objective. To assess the frequency of use by and perceived impact of various educational technologies on student pharmacists. Methods. Data were obtained using a validated, Web-based survey instrument designed to evaluate the frequency of use and impact on learning of various technologies used in educating first-, second-, and third-year student pharmacists. Basic demographic data also were collected and analyzed. Results. The majority (89.4%) of the 179 respondents were comfortable with the technology used in the academic program. The most frequently used technologies for educational purposes were in class electronic presentations, course materials posted on the school Web site, and e-mail. The technologies cited as having the most beneficial impact on learning were course materials posted on the Web site and in-class electronic presentations, and those cited as most detrimental were video-teleconferencing and online testing. Compared to the course textbook, students reported more frequent use of technologies such as electronic course materials, presentations, digital lecture recordings, e-mail, and hand-held devices. Conclusions. Because students' opinions of educational technologies varied, colleges and schools should incorporate educational technologies that students frequently use and that positively impact learning.

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“…Our view of the place of the affective domain in systems engineering education is consistent with Rovai et al's quotation of Kearney that affective learning is "an increasing internalization of positive attitudes toward the content or subject matter" [31]. In turn, this observation shows that affective domain learning is concerned with attitudes and behaviours rather than cognitive development.…”

Section: Role Of Affective Domainsupporting

confidence: 87%

Integrating Affective Engagement into Systems Engineering Education

Ferris¹,

Squires²,

Camelia³

2015 ASEE Annual Conference and Exposition Proceedings

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In this paper we address the challenges and importance of developing the students' affective engagement with the cognitive content offered in systems engineering education. Systems engineering is concerned with developing the most appropriate total system solution to address a need. Systems engineering methods used to find this solution require applying a systems perspective while making tradeoffs of the relative benefits of each set of possible approaches to a problem. However, the practical application of systems engineering is to seek a comprehensive design solution that satisfies a range of constraints and provides an adequate solution that "satisfices" the stakeholders. Applying the systems engineering method in order to gain the advantage of an optimal rather than adequate solution, demands that the systems engineer believes in the value of the methods, techniques, and perspectives of the systems engineering method, even at times where the method may seem indirect or counterintuitive to performing engineering work. Therefore, systems engineering education must engage the students in both the cognitive domain -developing ability to perform the techniques, and in the affective domain -transforming the student's belief to recognize the positive value of the systems engineering method. This paper discusses: 1) the current gap in addressing the affective domain in systems engineering education, 2) the importance of closing that gap to enable the effective implementation of systems engineering on the job, and 3) related issues and challenges. Following this discussion, the paper proposes a framework for assessing the development of the student's affective engagement in systems engineering methods.

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Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings

Cited by 200 publications

References 17 publications

Comparing Perceived Formal and Informal Learning in Face-to-Face versus Online Environments

Comparing Perceived Formal and Informal Learning in Face-to-Face versus Online Environments

Student Pharmacists' Use and Perceived Impact of Educational Technologies

Integrating Affective Engagement into Systems Engineering Education

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