Transforming the Online Learning Experience

Abstract

Background College instruction has experienced a significant movement toward increased online learning course options. Without appropriate supports, students in virtual learning environments often face greater challenges with self-regulation, motivation, and recognizing the personal relevance of course content. Objective The current study focuses on the prevalence of personal relevance and its associated impact on cognitive and motivational variables including achievement emotion, intrinsic value, self-efficacy, test anxiety, cognitive strategy use, self-regulation, and metacognition in a virtual learning environment. Method Students in two online graduate level human development courses completed a series of questionnaires ( N = 73) for course credit. Results Results show the high transformative experience (TE) group reported significantly higher positive emotions, interest, intrinsic value, self-efficacy, cognitive strategy use, test anxiety, and self-regulation, giving them more cognitive and motivational benefits than those who experienced low levels. They also show no relationship between TE and course grade. Conclusion Future research in this area may benefit from focus on ways to intentionally increase TEs from online contexts to real-life contexts. Teaching Implications Such research would allow instructors intentionality in pedagogical endeavors while allowing students to integrate course information into their daily lives.

Exploring the effects of achievement emotions on online learning outcomes: A systematic review

“…Facing opportunities and challenges specific to online learning, learners may experience achievement emotions more frequently than those in traditional face-to-face learning (Moneta and Kekkonen-Moneta, 2007;D'Mello and Graesser, 2012;Lee and Chei, 2020). Students were more likely to experience a high level of frustration in online learning due to technical problems, compared to face-to-face learning (Hamilton et al, 2021). Nevertheless, the extant literature has mainly focused on achievement emotions in traditional face-to-face learning (Raccanello et al, 2020).…”

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