ERIC Number: EJ1017906
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 26
An Exploratory Study of Emotional Affordance of a Massive Open Online Course
Cheng, Jeremy C. Y.
European Journal of Open, Distance and E-Learning, v17 n1 p43-55 2014
This exploratory study examines emotional affordance of a massive open online course (MOOC). Postings in a discussion forum of a MOOC in computer science are analysed following a research design informed by virtual ethnography. Emotional affordance is investigated, focusing on non-achievement emotions which are not directly linked to achievement activities or outcomes. The study identifies two non-achievement emotions in the MOOC. First, altruistic emotion evolves with the collaborative learning community and possibly compensates for teachers' minimal emotional intervention in a large, diverse class. Second, intergenerational emotional resonance is observed and this bears a key implication on managing age diversity for the future MOOCs.
Descriptors: Open Universities, Online Courses, Distance Education, Educational Technology, Computer Uses in Education, Emotional Response, Altruism, Cooperative Learning, Student Diversity, Age Differences, Computer Science Education, Computer Mediated Communication, Affective Behavior, Motivation, Cognitive Processes, Interaction, Social Influences
European Distance and E-Learning Network. Available from: EDEN Secretariat, c/o Budapest University of Technology and Economics, Egry Jozsef u 1, H-1111, Hungary. Tel: +36-1-463-1628; Fax: +36-1-463-1858; e-mail: email@example.com; Web site: http://www.eurodl.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A