Comparing learners’ emotional experiences under face-to-face, videoconferencing and online learning settings

Abstract

ABSTRACT It is meaningful to explore the emotional experience of learners in various typical technology-related situations. However, there are limited previous studies. This study aims to compare the emotional experience of students in three typical settings, namely face-to-face, asynchronous online learning and videoconferencing. In reaching the aim, this study used a mixed approach, combining questionnaire and interview. This study was conducted in a Business English class of a Chinese university, participants of which are third-year undergraduates. Analysis of the data collected indicates that asynchronous online learning brings learners the best emotional experience, with highest positive and activating emotions, and lowest negative and deactivating emotions, followed by F2F. Videoconferencing ranks the last among the three. The findings may provide reference for improving learning design and thus offering better students’ emotional experience in technology-related settings.