Affective Learning in Online Multimedia and Lecture Versions of an Introductory Computing Course

This study evaluated students' affective learning in an introductory computing course that was taught in Hong Kong once in a lecture format and twice in a rich interactive multimedia online format to 414 college students in all. A simplified experience sampling method was used to assess affective learning at the midterm and end of each course in terms of intrinsic engagement (positive affect, perceived challenges, perceived skills in course activities), extrinsic engagement (performance expectations, performance goals, performance self‐efficacy), and negative affect in course activities. Controlling for students' computing background and pre‐enrollment academic ability, multivariate analysis of covariance indicated that, compared to lectures, e‐learning modules fostered more intrinsic engagement, comparable extrinsic engagement, and more negative affect. Findings suggest directions for developing online courses that optimise both cognitive learning and affective learning.

[1]  Mihaly Csikszentmihalyi,et al.  Models of Concentration in Natural Environments: A Comparative Approach Based on Streams of Experiential Data , 1999 .

[2]  A. Bandura Social Foundations of Thought and Action , 1986 .

[3]  William Haseman,et al.  User attitude as a mediator of learning performance improvement in an interactive multimedia environment: an empirical investigation of the degree of interactivity and learning styles , 2001, Int. J. Hum. Comput. Stud..

[4]  Scott D. Johnson,et al.  Comparative analysis of learner satisfaction and learning outcomes in online and face-to-face learning environments , 2000 .

[5]  Edward L. Deci,et al.  Intrinsic Motivation and Self-Determination in Human Behavior , 1975, Perspectives in Social Psychology.

[6]  D. Watson,et al.  Development and validation of brief measures of positive and negative affect: the PANAS scales. , 1988, Journal of personality and social psychology.

[7]  J. Biggs,et al.  The Chinese Learner: Cultural, Psychological, and Contextual Influences. , 1996 .

[8]  M. Allen,et al.  Evaluating the Effectiveness of Distance Learning: A Comparison Using Meta-Analysis , 2004 .

[9]  G. Moneta,et al.  Trait intrinsic and extrinsic motivations, academic performance, and creativity in Hong Kong college students. , 2002 .

[10]  E. Berscheid Silent Messages: Implicit Communication of Emotions and Attitudes. 2nd ed , 1981 .

[11]  C. Carver,et al.  Attention and Self-Regulation: A Control-Theory Approach to Human Behavior , 1981 .

[12]  Inka Vilpola,et al.  Suitability of a Virtual Learning Environment for Higher Education. , 2005 .

[13]  M. Csíkszentmihályi Creativity: Flow and the Psychology of Discovery and Invention , 1996 .

[14]  J. F. Andersen Teacher Immediacy as a Predictor of Teaching Effectiveness , 1979 .

[15]  M. Csíkszentmihályi,et al.  Validity and Reliability of the Experience‐Sampling Method , 1987, The Journal of nervous and mental disease.

[16]  R. Oliver,et al.  Using situated learning and multimedia to investigate higher-order thinking , 1999 .

[17]  Maureen S. Battistella,et al.  Connections: New Ways of Working in the Networked Organization , 1991 .

[18]  John J. Hirschbuhl,et al.  Does interactive multimedia promote achievement and higher level thinking skills for today's science students? , 1999, Br. J. Educ. Technol..

[19]  Starr Roxanne Hiltz,et al.  Asynchronous learning networks as a virtual classroom , 1997, CACM.

[20]  P. Whitten,et al.  Re‐thinking instructional immediacy for web courses: A social cognitive exploration , 2000 .

[21]  John A. Kalmbach Just in time for the 21st century , 1994 .

[22]  G. Moneta,et al.  Construct Validity of the Chinese Adaptation of Four Thematic Scales of the Personality Research Form , 2001 .

[23]  C. Carver,et al.  Origins and Functions of Positive and Negative Affect: A Control-Process View. , 1990 .

[24]  Gail D. Heyman,et al.  Achievement goals and intrinsic motivation: Their relation and their role in adaptive motivation , 1992 .

[25]  G. Moneta The Flow Model of Intrinsic Motivation in Chinese: Cultural and Personal Moderators , 2004 .

[26]  Michael Collins,et al.  Comparing Web, Correspondence and Lecture versions of a second-year non-major Biology course , 2000, Br. J. Educ. Technol..

[27]  Synnöve Kekkonen-Moneta,et al.  E-Learning in Hong Kong: comparing learning outcomes in online multimedia and lecture versions of an introductory computing course , 2002, Br. J. Educ. Technol..

[28]  E. Deci,et al.  Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. , 2000, The American psychologist.

[29]  Ann Bainbridge Frymier A model of immediacy in the classroom , 1994 .

[30]  A. Bandura,et al.  Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems. , 1983 .

[31]  D. Kember,et al.  CULTURAL SPECIFICITY OF APPROACHES TO STUDY , 1990 .

[32]  Merle Martin,et al.  The Virtual Classroom: The Next Steps. , 1997 .

[33]  D. Kember The intention to both memorise and understand: Another approach to learning? , 1996 .

[34]  Alfred Bork What is needed for effective learning on the Internet? , 2001, J. Educ. Technol. Soc..

[35]  F. Salili,et al.  Age, Sex, and Cultural Differences in the Meaning and Dimensions of Achievement , 1994 .

[36]  M. Csíkszentmihályi,et al.  The ecology of adolescent activity and experience , 1977, Journal of youth and adolescence.

[37]  Dana McFarland Multimedia in higher education , 1996 .

[38]  Patricia Kearney,et al.  Clarifying the relationship between teacher nonverbal immediacy and student cognitive learning: Affective learning as the central causal mediator , 1996 .

[39]  A. Mehrabian Silent Messages: Implicit Communication of Emotions and Attitudes , 1971 .

[40]  J. Brophy Synthesis of Research on Strategies for Motivating Students to Learn. , 1987 .

[41]  Jancis K Dennis Problem-based learning in online vs. face-to-face environments. , 2003, Education for health.