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Students' emotions for achievement and technology use in synchronous hybrid graduate programmes: A control-value approach
Butz, Nikolaus T. Stupnisky, Robert H. Pekrun, Reinhard
Butz, Nikolaus T.
Stupnisky, Robert H.
Pekrun, Reinhard
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 analysis
Date
2015
Type
Journal article
Journal
Research in Learning Technology
Book
Volume
23
Issue
1
Page Range
1-16
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled