University students’ emotions in virtual learning : A review of empirical research in the 21st Century

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Henritius , E , Löfström , E & Hannula , M S 2019 , ' University students’ emotions in virtual learning : A review of empirical research in the 21st Century ' , British Journal of Educational Technology , vol. 50 , no. 1 , pp. 80-100 . https://doi.org/10.1111/bjet.12699

Title: University students’ emotions in virtual learning : A review of empirical research in the 21st Century
Author: Henritius, Eija; Löfström, Erika; Hannula, Markku S.
Other contributor: University of Helsinki, Doctoral Programme in School, Education, Society, and Culture
University of Helsinki, Department of Education
University of Helsinki, Department of Education





Date: 2019-01
Language: eng
Number of pages: 21
Belongs to series: British Journal of Educational Technology
ISSN: 0007-1013
DOI: https://doi.org/10.1111/bjet.12699
URI: http://hdl.handle.net/10138/326657
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.
Subject: 516 Educational sciences
COMPUTER-ASSISTED-INSTRUCTION
HIGHER-EDUCATION
METAANALYSIS
IMPACT
TECHNOLOGY
STATISTICS
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