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ERIC Number: EJ1136123
Record Type: Journal
Publication Date: 2010-Jul
Pages: 20
Abstractor: As Provided
ISSN: EISSN-1931-4744
Designing Learning Environments to Foster Affective Learning: Comparison of Classroom to Blended Learning
Schaber, Patricia; Wilcox, Kimerly J.; Whiteside, Aimee L.; Marsh, Lauren; Brooks, D. Christopher
International Journal for the Scholarship of Teaching and Learning, v4 n2 Article 12 Jul 2010
Affective learning is a key dimension of health professional education and involves teaching topics such as empathy or grief that impact student attitudes and beliefs to prepare them to be novice practitioners. The move in higher education toward online and "blended" learning (a mix of online and traditional, classroom based learning) disrupts traditional approaches to teaching professional affect, which is heavily reliant on instructor modeling. This paper documents insight into the redesign process of a course, "Professional Identity: Behaviors and Attitudes," from a traditional to a blended learning format, with a focus on affective learning. This study employed a survey approach to compare classroom and online student perceptions of learning across the seven affective topics of the course. The study also examined the contribution of various technology-enhanced learning activities to the students' perceptions of learning. Twenty-five classroom students and 64 blended learning students indicated that while both formats increased students' perceived understanding of topics related to affective learning, the blended learning group perceived a significantly greater understanding in four affective topic areas. Furthermore, blended learning students cited reading, online discussions, and unstructured out-of-classroom discussions as contributing to their learning significantly more than the classroom group.
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A