Abstract
A learning design framework offered an integrated position on the learning objectives, tools, and social engagement in online learning. It was founded upon an integration of Bloom's taxonomy in the cognitive, affective, social, and sensori-motor domains of learning. This chapter builds upon this model, adding insight into the affective domain of learning. It negotiates and distinguishes the use of the term “affective” for multiple purposes that include links to learning outcomes, emotions, and affective states. A strengthening of the framework is outlined to show the potential relationships amongst the elements as students engage in online learning. Finally, an example of the use of learning objectives in the affective domain in planning is presented to illustrate its application in designing online courses.
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