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Emotional Presence, Learning, and the Online Learning Environment
Cleveland-Innes, Martha and Campbell, Prisca

PublishedOctober 2012
JournalThe International Review of Research in Open and Distance Learning
Volume 13, Issue 4, Pages 269-292
CountryCanada, North America

ABSTRACT
In spite of evidence that more and more students are engaging in online learning experiences, details about the transition for teachers and students to a new learning environment are still unconfirmed. While new technologies are often expected to make work easier, they also involve the development of new competencies. This change may, in itself, elicit an emotional response, and, more importantly, emotion may impact the experience of online learning. Knowledge about the impact of emotion on learning broadly is available, but not about emotion and online learning. This study presents evidence of emotions present in online environments, and empirical data which suggests emotional presence may exist as a fundamental element in an online community of inquiry.

Keywords Online learning · community of inquiry · emotional presence · higher education · distance education · pedagogy

CoI focusFull model - adaptation
MethodologyQuantitative
PopulationUniversity
Data analysisFactor analysis
InstrumentModified CoI survey
ContributionConceptual
Sample size217
Finding"Emotion may constrain learning as a distracter but, if managed, may serve as an enabler in
support of thinking, decision making, stimulation, and directing. Online learning is replete,
not fraught, with emotion. We conclude, with others, that emotion is present in online
learning communities"
LanguageEnglish
RefereedYes
DOI10.19173/irrodl.v13i4.1234
ExportBibTex · EndNote · Tagged XML · Google Scholar


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