USER EMOTIONS, ONE KEY TO IMPROVE E-LEARNING?

USER EMOTIONAL DIMENSIONS IN E-LEARNING.

Erja Anttonen & Kaisa Myllylä

WE ARE STUDYING

Our main question as media educators is how to develop e-learning?

Our intention is to look e-learning from the emotional point of view, especially in through the students´ satisfaction and motivation.

Main questions are how to get added students´ satisfaction and sustain motivation during the course and how to minimized students´ frustration experience.

• Social behavior• Willingness to

learn• Positive appraisal• Success and pride

in use

• Failures and fusturation in use

• Negative appraisal• Unwillingness to

learn• Wihdrawal

behavior

• Personality of students

• E-learning properties

• E-classroom properties

• Internal and external motivaton

• Autonomy• Emotional

experience• Maturity, self-

reference

Motivation Satisfaction

Positive cycleNegative cycle

EMOTIONS

Emotional E-learning experience

OUR CASE: JAANA AND PEKKA ATTEND TO THE ONLINE COURSE

Jaana

• Has previous experiences but the study style felt unfamiliar for her.

Positive factors

• high motivation, internal motivation

• diligent and exact student

• forming schedules and plans natural

Negative

factors• Feelings of anxiety

toward technology use and group working

• Negative feelings toward e-learning material

End of the course

• Positive feelings

Pekka

• Has previous experiences and study style was familiar and pleasant for him.

Positive factors

• good technical skills • learner-centric

learning style was familiar

• flexibility

Negative

factors• low motivation,

external motivation• lack of special goals• lack of social

interaction

End of the course

• Negative feelings

CONCLUSION (THEORY AND PREVIOUS SURVEYS)

According to the pride-frustration model students with negative emotional experience go to negative cycle and the students with positive emotional experience go to the positive cycle.

It is necessary that we minimize frustration experiences for students and that we concentrate to recognize the several reasons which drive students into the negative cycle.

Difficulties using e-learning system

FrustrationNegative

cycle(Drop out)

CONCLUSION (THEORY AND PREVIOUS SURVEYS)

Students satisfaction towards e-learning consist numbers of factors.

The first and the most important factor is personality of student commitment to the course and technical skills especially students computer and technical skills should be

develop

The second factor which rises up was e-classroom properties course material and e-learning environment students prefer to use traditional learning materials rather than

new digital materials

Last factor is e-learning properties usability and flexible

CONCLUSION (THEORY AND PREVIOUS SURVEYS)

Interaction with the instructor has strong impact to students satisfaction.

For us it was surprising to note that, interaction with the study group did not rise a large role in students own satisfaction.

SOLVING THE CASE

For Jaana we should:

Provide more tutor action in e-learning environment to support social interaction.

give more variation and possibilities to choose the most effective way to study and execute the course.

provide also possibility to use traditional text books in addition to new digital sources.

SOLVING THE CASE For Pekka we should:

Concentrate more for beginning of the course because it is the most important element for student motivation

Concentrate more to set personals goals for Pekka

To offer more individual tutoring determine own learning goals and opportunities to choose study topics.

Think about the course schedule Little and often may be more convenient for the learner.

E-LEARNING AS A SOCIETY PHENOMENON E-learning has increased more options for the learner

to take a course from any part of the world. This is good for the learner, but makes the e-learning market very competitive (Khan & Joshi 2006). In the other words, e-learning will form money business where

competing organizations try to appeal to students´ feelings rather than develop pedagogical point of view.

Some group of people may benefit more from e-learning course than the others (Juutinen & Saariluoma 2010).

We can also discuss that does e-learning build bridges or gaps between people?

For example we can perhaps see in the future divisions in skills of using technology between rich and poor people, old and milleneum generation and immigrants.

SOLVING THE CASE

Our job as an course integrators is to make learning process even more visible so we can support students metacognitive skills. Students should pay more attention developing their

own learning process not only results.

As an solution we highlight blended learning module which can offer support from the instructor and also from the study group and there by student can feel more satisfaction.

But in the future we have to concentrate to developed and design material which can provide enough challenge for Millenium generation

E-LEARNING AS A SOCIETY PHENOMENON E-learning has increased more options for the learner

to take a course from any part of the world. This is good for the learner, but makes the e-learning market very competitive (Khan & Joshi 2006). In the other words, e-learning will form money business where

competing organizations try to appeal to students´ feelings rather than develop pedagogical point of view.

Some group of people may benefit more from e-learning course than the others (Juutinen & Saariluoma 2010).

We can also discuss that does e-learning build bridges or gaps between people?

For example we can perhaps see in the future divisions in skills of using technology between rich and poor people, old and milleneum generation and immigrants.

Rooma over and out!

Urbino