Abstract
Synchronous hybrid delivery (simultaneously teaching on-campus and online students using web conferencing) is becoming more common; however, little is known about how students experience emotions in this learning environment. Based on Pekrun’s (2006) control-value theory of emotions, the dual purpose of this study was first to compare synchronous hybrid students who attend online versus on-campus in terms of control, value, emotions and perceived success and second to compare students’ degree of emotional activation in the domains of programme achievement and technology use. Survey data from 101 graduate business students revealed that online students reported significantly higher levels of technology-related anger, anxiety and helplessness. Furthermore, in comparison to their on-campus counterparts, online students more clearly separated their emotions in terms of programme achievement and technology use. Emotions related significantly to students’ perceived success for both programme achievement and technology use, and mediated the effects of control and value appraisals on perceived success.Keywords: online learning; web conferencing; distance education; graduate business education; mediational analysisCitation: Research in Learning Technology 2015, 23: 26097 - http://dx.doi.org/10.3402/rlt.v23.26097
Highlights
Synchronous hybrid delivery is becoming more common; little is known about how students experience emotions in this learning environment
Mediational analyses were used to determine the degree to which emotions mediated the effects of control and value on perceived success in relation to programme achievement and technology use
The results of paired samples t-tests indicated that while emotions for online and on-campus students were generally stronger in relation to programme achievement, the online students’ technology-related anger and helplessness scores were significantly greater than the anger and helplessness levels they experienced regarding programme achievement. In comparison to their on-campus counterparts, online students more clearly separated their emotions in terms of programme achievement and technology use
Summary
Synchronous hybrid delivery (simultaneously teaching on-campus and online students using web conferencing) is becoming more common; little is known about how students experience emotions in this learning environment. Based on Pekrun’s (2006) control-value theory of emotions, the dual purpose of this study was first to compare synchronous hybrid students who attend online versus on-campus in terms of control, value, emotions and perceived success and second to compare students’ degree of emotional activation in the domains of programme achievement and technology use. The following literature review places this study in the context of the existing research on emotions in technology-enriched learning environments
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