University students’ emotions in virtual learning: a review of empirical research in the 21st century

Abstract

This paper presents a systematic review of university students' emotions in connection with virtual learning based on 91 articles published between 2002 and 2017 in four international journals that focus on virtual learning and educational technology or on learning in higher education. These journals were considered potential channels for research on emotions in virtual learning and higher education. The objective was to analyse the articles for concepts and theoretical background related to virtual learning and emotions, contextual focus, methodological choice, and/or results. The review showed that the most common emotion-related concept was "satisfaction." The most common context for the articles was a complete non-physical learning environment (e.g. Second Life). Approximately 60% of the articles used quantitative methods. The most common design for studying emotions was an explanatory design. Students' emotions were mainly studied through concepts related to emotion (e.g. "satisfaction"). Yet only a few of the studies focused on the fluctuation of emotions in the course of events, relying instead on post hoc data that treat students' emotions as traits rather than states. University students' emotions in virtual learning 81

Measurement of the Valuation of Knowledge in Organizations: A Review Analysis

“…There were differences between the current study and, for example, the study of Henritius et al [10]. The present review contained 91 articles published between 2002 and 2017, while [10] focused only on four international journals. In the current study, we provided a review of 203 articles from the years 1970 to 2018.…”

“…This field is closely connected with the human resources domain (in particular, intellectual capital and knowledge value creation) [9], although there is still a gap between these fields. Our approach, based on a framework used by authors from other scientific disciplines, consisted of an in-depth analysis of textual materials, mainly from scientific journals [10]. Henritius approach in their study focused on the connection between students' emotions and virtual learning.…”

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“…It demonstrates the diversity of this broad field but also makes a call for a less technocentric orientation and stronger influence of theoretical and design frameworks. Henritius, Löfström, and Hannula () review the research on emotions in studies on virtual learning. They summarise how these studies contribute overall to the field, pointing to a tendency to capture traits rather than the dynamic nature of emotional states, and focusing on the individual rather than group‐level processes.…”

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