When the fourth topic started I wasn’t prepared to meet this emotion- perspective according to online and blended learning so strongly. For me emotions are naturally attached to the digital world. It might be because of me, growing up during the 1990 s, when the internet started to be more common everywhere in Finland, and expand enormously until today. I can see why there is a need to adapt these emotions regarding to teaching, to fit into the digital world. We work in a different way (or at some parts) in online and blended learning, according to lectures, tools etc. that need to be considered in designing courses from both a teacher and a student perspective. I felt the research material, considering emotions in online learning really interesting and wanted to find out more about it. In the research articles I read I came across some interesting points about scaffolding and group work I want to share. Main points of the articles I read, I shortly describe down under. Emotions related to positive outcome in teaching are described as joy/happiness, interest/excitement, love, relief, pride and gratitude. The impact of positive emotions where seen in both students, teachers and the environment.
Howell (2014) has studied the role of gratitude in enhancing teacher–student relationships. Results indicate that gratitude impacted positively on both teachers, classroom and the school. Howell (2014) writes that flourishing relationships are at the core of effective pedagogy and teachers work. Positive effects, as improved attendance, increased engagement, improved well- being and better relationships where shown on students, as well as on teachers, regarding same areas. The gratitude effects also extended to the learning environment, as increased positivism and improved connections in larger communities. (Howell 2014)
Emotions should be recognized and considered in the course design for online studies. Rowe et.al (2015) has done an investigation exploring the experience and functionality of positive feelings and emotions in learning and teaching. Sources of positive emotions in teaching are described to be: the social environment, passionate inquiry and individual variables in the course. Subjective experiences of positive emotions that where identified where joy/happiness, interest/excitement, love, relief and pride. The impact of positive emotions (outcomes) where identified as enhanced cognitive and social functioning, increased motivation, heightened self- efficacy, coping and resilience. (Rowe et.al 2015)
What to consider as a teacher when planning learning activities and how to promote emotions that will maximize student learning?
- Stimulating and challenging tasks
- relate learning to real life – experts from working life?
- safe and supportive learning environments
- building positivity into achievement-related situations (e.g. feedback exchanges).
Teachers should be aware of and use a range of strategies to elicit positive emotions to engage students (e.g. their personality, humor, group processes). (Rowe et.al 2015)
Antoni et.al (2019) has studied emotions in response to teaching online, to help understand the emotions associated with the experience of teaching online in an online university and the factors that influence these emotions. Three emotions linked to teaching online were identified: satisfaction, relief and pleasure. Same emotions came up in other studies I read also. Findings in the study suggest that satisfaction is associated with the instructional design and learning support roles and with the knowledge building approach (KBA); ”relief is inversely related to the content acquisition approach; and pleasure is linked to variables such as academic background and amount of online teaching hours, as well as the KBA” (Antoni et.al 2019).
Hsiao et.al. 2017 looked at the design from a scaffolding perspective in hybrid/online student-centered learning with multimedia. The multimedia incorporated was interview videos that contained invited consultants’ advice and experience of real-world scenarios. They were supposed to help students connect their group projects to real-world settings. According to the survey most students felt satisfied with the scaffolds and multimedia modules and thought scaffolds and multimedia modules were helpful to their learning. The research suggest improvements in: extra guidance added to meet the needs of diverse learners (e.g., visual learners or learners who need more support with module navigation and resource utilization), additional resources or instructors notes. (Hsiao et.al. 2017)
The digital world allows us to easily insert parts to the learning that might be expensive or hard to make in traditional learning environments. I think this real life connection as for example ”expert ” videos made by people from working life, could be really inspiring for students. As also making them create something they feel useful, something that has a ”meaning”, as a final presentation in a course for example.
Instructors or as we might think; teachers, for online/hybrid learning courses have to use different strategies to support individual learning needs and facilitate peer interaction during the group work process. To make group work a more meaningful learning experience for students Hsiao et. al suggest strategies for teachers, to help build up successful group concepts. Teachers should explain the benefits of creating multidisciplinary groups, help students identify how effective groups work, discuss the methods of effective group communication and requires regular feedback, throughout the semester from individual members to evaluate the group work process. (Hsiao et. al 2017)
I think that we as teachers in the digital school world have to be even more aware of students individual learning needs, because of the different learning environment. How can we recognize and meet different needs? So that everyone can be at the same level.
Resources:
Antoni B, Consuelo G & Julio M, 2019, Emotions in response to teaching online: Exploring the factors influencing teachers in a fully online university, Innovations in Education and Teaching International, 56:4, 446-457, DOI: 10.1080/14703297.2018.1546608
Howells K, 2014., An exploration of the role of gratitude in enhancing teacher–student relationships., Teaching and Teacher Education, Volume 42, August 2014, Pages 58-67.
Hsiao, E-Ling; Mikolaj, Peter; Shih, Ya-Ting,2017, a design case of scaffolding hybrid/online student-centered learning with multimedia, Journal of Educators Online, v14 n1 Jan 2017.
Rowe E, Fitness J, Wood L, 2015, University student and lecturer perceptions of positive emotions in learning, International Journal of Qualitative Studies in Education, Volume 28, 2015 – Issue 1