Abstract
This qualitative study explored the emotional trajectories students experienced when faced with open educational resources (OER) that expanded the learning available from a required textbook. Data included students’ reflections, group discussions, and interviews, along with field notes which were collected in a classroom at a Chinese university in one semester. The study showed that students’ initial positive emotions arose from their understanding of their own learning needs. Their positive emotions toward the conjugated use of OER and a textbook fluctuated over the semester but were gradually enhanced through their involvement in classroom practices (e.g., knowledge building and teacher mediation). Through the process, students’ positive and negative emotions respectively facilitated and hampered their learning practices; however, negative emotions were not always detrimental—they also facilitated students’ learning. Students’ emotions gradually stabilized in the direction of being positive, especially in tandem with (a) achievement of sufficient knowledge gained through OER-based textbook use and teacher-mediated learning, and (b) their augmented confidence in proficiently using the new knowledge to navigate their practices.
Highlights
Textbooks are crucial components of educational settings in that teachers rely on them to impart knowledge and fulfill instructional goals (Hilton, 2016; Tomlinson, 2003)
In cases where students are exposed to a combination of textbook and open educational resources (OER) use, textbook content may be adapted, rearranged, or even deleted, and OER used as a supplement, offering additional or alternative content (Hess, Nann, & Riddle, 2016)
A qualitative exploration of students’ emotions in relation to Web-enhanced learning is needed, especially as it concerns the combined use of OER and textbooks and the complexity of the emotions they elicit (Henritius, Löfström, & Hannula, 2019), in order to best meet students’ needs. This qualitative study aims to explore the trajectory of student emotions in the context of a blended use of textbooks and OER
Summary
Textbooks are crucial components of educational settings in that teachers rely on them to impart knowledge and fulfill instructional goals (Hilton, 2016; Tomlinson, 2003). Research into Web-enhanced teaching has ignored the aspect of emotion, especially in situations involving materials use (i.e., a textbook and OER) (Henritius, Löfström, & Hannula, 2019) This component merits our attention because it affects students’ motivation for learning, as revealed in the field of general education (Pekrun, Goetz, Frenzel, Barchfeld, & Perry, 2011). A qualitative exploration of students’ emotions in relation to Web-enhanced learning is needed, especially as it concerns the combined use of OER and textbooks and the complexity of the emotions they elicit (Henritius, Löfström, & Hannula, 2019), in order to best meet students’ needs. It is hoped that the study can help instructors channel some attention to the complexity of students’ emotions when offering them the pedagogical affordances of textbook adaption through Web-based resources
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