ERIC Number: EJ1039436
Record Type: Journal
Publication Date: 2014-Jun
Abstractor: As Provided
Reference Count: 61
"Learning to Like Learning": An Appreciative Inquiry into Emotions in Education
Naude, L.; van den Bergh, T. J.; Kruger, I. S.
Social Psychology of Education: An International Journal, v17 n2 p211-228 Jun 2014
Various learning philosophies, such as humanistic, constructivist, and socio-cultural approaches, have accentuated the importance of emotion in learning. In this article, we reviewed these approaches and explored the affective dimensions of learning. We conducted focus group and individual interviews with a group of female students in the humanities enrolled in an academic facilitation programme employing a student-centred, experiential, and collaborative learning approach. Through a process of appreciative inquiry, we discovered which learning techniques, experiences, and educational climates encouraged learning. Students reported that a learning climate that elicits positive emotional experiences promoted increased personal involvement in learning, broadened thought processes and actions, and resulted in change and development on emotional, cognitive, and behavioural levels. These findings formed a basis for suggesting learning principles/criteria for a curriculum that has the promise to offer students constructive learning experiences towards deeper and more holistic learning. These principles include the importance of creating a safe learning environment, enhancing students' autonomy and involvement in the learning process, and providing authentic and intrinsically valuable learning experiences.
Descriptors: Psychological Patterns, Experiential Learning, Humanistic Education, Constructivism (Learning), Cooperative Learning, Student Motivation, Learning Processes, Learner Engagement, Student Centered Curriculum, Holistic Approach, Personal Autonomy, Females, Students, Interviews, Focus Groups
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
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