Transcript Slide 1

Emotion, Learning and
the Online Learning
Environment
M. Cleveland-Innes
Zehra Akyol
Agenda
•
Introduction to emotion and learning
• Review of community of inquiry and emotion
• Research on emotion online
• Discussion
• Emotion and Learning SIG Web-site
Emotion and Learning
Barry Kort, Rob Reilly, Rosalind W. Picard, "An Affective Model of Interplay
between Emotions and Learning: Reengineering Educational PedagogyBuilding a Learning Companion," icalt, p. 0043, Second IEEE International
Conference on Advanced Learning Technologies (ICALT'01), 2001
First principles
If students are to learn desired outcomes in a
reasonably effective manner, then the teacher's
fundamental task is to get students to engage in
learning activities that are likely to result in their
achieving those outcomes . . . . .
Schuell 1986
Engagement
“the time and energy devoted to educationally sound activities
inside and outside of the classroom”
Kuh, 2003
Student centred
“the learner is at the centre of curricular and instructional
design”
McCoombs, 1990
Interaction
“Formal and informal academic and social interaction
with faculty may make a unique
contribution to college impact “
Pascarella & Terenzini, 1991
Online teacher as bricoleur
A bricoleur is one who creates from a diverse range of
materials and tools which happen to be available.
The teacher as bricoleur makes a series of professional
judgments about how to teach.
The online teacher as bricoleur makes a series of
professional judgments about how to teach using the diverse
range of material and tools available..
emotion is present; observe,
acknowledge, support
Plutchick, 2003; Stets & Turner, 2006;
Wosnitzaq & Volet, 2005
emotion plays a role in human
reason
Damasio, 1994; leDoux, 1996
emotion can not be considered
separate from learning
environments
Brookfield, 2006; Lipman, 2003
Community of Inquiry Framework
Cognitive Presence
Social Presence
The extent to which
learners are able to
construct and confirm
meaning through
sustained reflection
and discourse in a
critical community of
inquiry.
The ability of
participants
to identify with the
community (e.g., course
of study), communicate
purposefully in a trusting
environment, and
develop inter-personal
relationships by way of
projecting their
individual personalities.
Teaching Presence
The design, facilitation and direction of cognitive and social processes for the purpose of
realizing personally meaningful and educationally worthwhile learning outcomes
Elements, Categories &
Indicators
ELEMENTS
CATEGORIES
INDICATORS
(examples only)
Social Presence
Open Communication
Group Cohesion
Personal/Affective
Learning climate/risk-free expression
Group identity/collaboration
Self projection/expressing emotions
Cognitive Presence
Triggering Event
Exploration
Integration
Resolution
Sense of puzzlement
Information exchange
Connecting ideas
Appling new ideas
Teaching Presence
Design & Organization
Facilitating Discourse
Direct Instruction
Setting curriculum & methods
Shaping constructive exchange
Focusing and resolving issues
Community of Inquiry
The model is thoroughly social and communal
….. …. a method for integrating emotive
experience, mental acts , thinking skills, and
informal fallacies into a concerted approach to
the improvement of reasoning and judgment.
Lipman, 2003
Social Presence
….. is defined as "the ability of
participants in a community of
inquiry to project themselves socially
and emotionally, as ‘real’ people (i.e.
their full personality), through the
medium of communication being
used”
How emotional is the social ?
7/15 social expressions corresponded significantly
to more positive ratings of the social
environment.
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addressing others by name
complimenting
expressing appreciation
using the reply feature to post messages
expressing emotions
using humor
salutations.
Rourke & Anderson, 2000
emotion is present in online
learning communities
Campbell & Cleveland-Innes, 2006; Derks, Fischer &
Bos, 2007; O’Regan, 2003; Lehman, 2006;
Perry & Edwards, 2005
Delight
Emphasis
Excitement
Yearning
Passion
Desire / hope
Unhappiness
Humor
Pride
Enjoyment
Like
Dislike
Thankfulness
Appreciation
Preference
Irony / sarcasm
•Emotion was expressed when connecting with
other students.
•I felt comfortable expressing emotion through
the online medium.
•Expressing emotion in relation to expressing
ideas was acceptable in this course.
•I found myself responding emotionally about
ideas or learning activities in this course.
•The instructor acknowledged emotion
expressed by students.
•The instructor demonstrated emotion in online
presentations and/or discussions.
social presence
Emotion was expressed when
connecting with other students.
I felt comfortable expressing emotion
through the online medium.
.665
.645
teaching presence
The instructor acknowledged emotion
expressed by students.
I found myself responding emotionally
about ideas/learning activities in this
course.
The instructor demonstrated emotion in
online presentations and/or discussions
• .668
•
591
• .573
cognitive presence
Expressing emotion in relation to
discussing ideas was acceptable in this
course.
• .420
Integral Emotional Presence
Emotion and Teaching
“From brain research we know now that when we get
emotional about a task we are involved in learning. Brain
research has confirmed that emotions are linked to learning by
assisting us in recall of memories that are stored in our central
nervous system. “
“Practically speaking, this means as designers and educators
need to create places that are not only safe to learn, but also
spark some emotional interest through celebrations and
rituals.”
Fielding, 2006
…. COI model does allude to some
aspects of instructor humanness,
especially in the social presence
component, perhaps there is room in this
model for a more specific emphasis on
the emotional presence. How can one
have a true community without some
aspect of emotional attachment or
involvement in the lives of those who
share that communal space?
Perry & Edwards, 2005
INSTRUCTOR VIEWS
Affective: instructors comfortable
expressing positive emotions online;
most would endeavour to avoid
expressing negative emotions.
Emotion: can both support and hinder
learning, e.g., anxiety, frustration can
hinder experience; excitement,
satisfaction can enhance.
AU Instructors and those trained as
“dispassionate observers” less likely to
attend to EP
Instructors can model emotional response
(Brookfield, 2006), explain its role in the
instructor’s own learning (Kort, Reilly & Picard,
2001), teach how to bring emotion to consciousness
and make use of the emotional state in a learning
situation (Campbell & Cleveland-Innes, 2005).
Cleveland-Innes, 2008