Abstract
We examined what events cause emotional reactions when students use a web-based learning environment (WBLE) in their studies, and how the emotions experienced while using the WBLE, emotion regulation strategies and computer self-efficacy are related to collaborative activities in the environment. Lability of emotional reactions and their regulation in advance directed and maintained effective collaborative activities in the web-based learning environment. Further, students experienced a wide range of emotions while using the WBLE and especially the nature of interaction during the activities was important antecedent of the affective reactions. This result underlines that although the presence of technology is very obvious in web-based learning environments, it is not, however, prevailing antecedent of the affective reactions experienced while using such learning environments.
Résumé
Cet article présente une recherche visant à relever quels événements provoquent des réactions émotionnelles lorsque les étudiants utilisent un environment d’apprentissage virtuel (web-based learning environment, WBLE) comme outil en leur études, et comment les émotions éprouvées pendant l’utilisation de l’environnement d’apprentissage virtuel, les stratégies de la maîtrise des émotions et le niveau de maîtrise des TIC (les technologies de l’informatique et de la communication) se rapportent aux activités collaboratives en cet environnement. Les variations des réactions émotionnelles et la régulation des réactions auparavant dirigeait et soutenait des activités collaboratives effectives en utilisant un environnement d’apprentissage virtuel. En outre, les étudiants éprouvaient des émotions très variées pendant l’utilisation de l’environnement d’apprentissage virtuel, et spécialement la nature de l’interaction pendant les activités était un antécédent important des réactions affectives. Ce résultat souligne que même si la présence du technologie est évidente dans un environnement d’apprentissage virtuel, elle n’est pas, quand même, un antécédent prédominant des réactions affectives éprouvées pendant l’utilisation tels environnements d’apprentissage.
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Vuorela, M., Nummenmaa, L. Experienced emotions, emotion regulation and student activity in a web-based learning environment. Eur J Psychol Educ 19, 423–436 (2004). https://doi.org/10.1007/BF03173219
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DOI: https://doi.org/10.1007/BF03173219