Zhao Shurong, Song Junxia
School of Foreign Languages, Shandong Women's University, Jinan, China.
Front Psychol. 2022 May 25;13:879696. doi: 10.3389/fpsyg.2022.879696. eCollection 2022.
Understanding the relationship between emotion and learning behavior is conducive to learners' well-being and effective learning. However, previous studies only regarded emotion as an additional variable, and there lacked specific research on academic emotion in the blended learning (BL) context. BL is characterized by systematic integration of online and face-to-face (F2F) learning, hence leading to special emotional experiences. What is the emotional experience of learners in online learning? What is it like face-to-face? Does the connection between the two have an impact on learners' emotional experience? In order to address these questions and explore the emotional profiles of learners in BL context, this study constructs a typical BL context in a Chinese university, and conducts questionnaire and focus group interviews with 89 participants at the end of the semester. Data analysis showed that learners' emotions of face-to-face classes are more intense than those of online learning, both positive and negative. As to positive emotions, paired-sample -test shows that mean values of feeling of challenge, comfort, sense of community, satisfaction, enthusiasm and interest in F2F are significantly higher than those of online learning. About negative emotions, stress, embarrassment, tension and frustration of F2F are significantly stronger than those of online learning, while boredom and disappointment of online learning are more intense than those for F2F section. Theme analysis identified 11 influencing factors of academic emotions, among which degree of difficulty, readiness before class, workload, and interaction are unique to BL and deserve special attention. These findings help form a picture of learners' academic emotions in BL context. It also provides practical reference for BL course design, so as to inspire emotions which are conducive to effective and in-depth learning.
理解情感与学习行为之间的关系有助于学习者的幸福和有效学习。然而，以往的研究仅将情感视为一个额外变量，在混合学习（BL）背景下缺乏对学业情感的具体研究。混合学习的特点是将在线学习和面对面（F2F）学习进行系统整合，从而带来特殊的情感体验。学习者在在线学习中的情感体验是怎样的？面对面学习时又如何？两者之间的联系是否会对学习者的情感体验产生影响？为了解决这些问题并探索混合学习背景下学习者的情感概况，本研究在中国一所大学构建了一个典型的混合学习情境，并在学期末对89名参与者进行了问卷调查和焦点小组访谈。数据分析表明，学习者在面对面课程中的情感比在线学习时更为强烈，包括积极情感和消极情感。对于积极情感，配对样本t检验表明，在面对面学习中，挑战感、舒适感、群体感、满意度、热情和兴趣的均值显著高于在线学习。关于消极情感，面对面学习中的压力、尴尬、紧张和挫败感明显强于在线学习，而在线学习中的无聊和失望感比面对面学习部分更为强烈。主题分析确定了11个学业情感的影响因素，其中难度、课前准备、工作量和互动是混合学习特有的，值得特别关注。这些发现有助于勾勒出混合学习背景下学习者的学业情感图景。它还为混合学习课程设计提供了实践参考，以激发有利于有效和深入学习的情感。
