University students’ emotions in virtual learning: A review of empirical research in the 21st Century

Tutkimustuotos: ArtikkelijulkaisuKatsausartikkeliTieteellinenvertaisarvioitu

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This paper presents a systematic review of university students’ emotions in connection with virtual learning based on 91 articles published between 2002 and 2017 in four international journals that focus on virtual learning and educational technology or on learning in higher education. These journals were considered potential channels for research on emotions in virtual learning and higher education. The objective was to analyse the articles for concepts and theoretical background related to virtual learning and emotions, contextual focus, methodological choice, and/or results. The review showed that the most common emotion‐related concept was “satisfaction.” The most common context for the articles was a complete non‐physical learning environment (e.g. Second Life). Approximately 60% of the articles used quantitative methods. The most common design for studying emotions was an explanatory design. Students’ emotions were mainly studied through concepts related to emotion (e.g. “satisfaction”). Yet only a few of the studies focused on the fluctuation of emotions in the course of events, relying instead on post hoc data that treat students’ emotions as traits rather than states.
Alkuperäiskielienglanti
LehtiBritish Journal of Educational Technology
Vuosikerta50
Numero1
Sivut80-100
Sivumäärä21
ISSN0007-1013
DOI - pysyväislinkit
TilaJulkaistu - tammikuuta 2019
OKM-julkaisutyyppiA2 Katsausartikkeli tieteellisessä aikakauslehdessä

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title = "University students’ emotions in virtual learning: A review of empirical research in the 21st Century",
abstract = "This paper presents a systematic review of university students’ emotions in connection with virtual learning based on 91 articles published between 2002 and 2017 in four international journals that focus on virtual learning and educational technology or on learning in higher education. These journals were considered potential channels for research on emotions in virtual learning and higher education. The objective was to analyse the articles for concepts and theoretical background related to virtual learning and emotions, contextual focus, methodological choice, and/or results. The review showed that the most common emotion‐related concept was “satisfaction.” The most common context for the articles was a complete non‐physical learning environment (e.g. Second Life). Approximately 60{\%} of the articles used quantitative methods. The most common design for studying emotions was an explanatory design. Students’ emotions were mainly studied through concepts related to emotion (e.g. “satisfaction”). Yet only a few of the studies focused on the fluctuation of emotions in the course of events, relying instead on post hoc data that treat students’ emotions as traits rather than states.",
keywords = "516 Educational sciences, COMPUTER-ASSISTED-INSTRUCTION, HIGHER-EDUCATION, METAANALYSIS, IMPACT, TECHNOLOGY, STATISTICS",
author = "Eija Henritius and Erika L{\"o}fstr{\"o}m and Hannula, {Markku S.}",
year = "2019",
month = "1",
doi = "10.1111/bjet.12699",
language = "English",
volume = "50",
pages = "80--100",
journal = "British Journal of Educational Technology",
issn = "0007-1013",
publisher = "Wiley Blackwell",
number = "1",

}

University students’ emotions in virtual learning : A review of empirical research in the 21st Century. / Henritius, Eija; Löfström, Erika; Hannula, Markku S.

julkaisussa: British Journal of Educational Technology, Vuosikerta 50, Nro 1, 01.2019, s. 80-100.

Tutkimustuotos: ArtikkelijulkaisuKatsausartikkeliTieteellinenvertaisarvioitu

TY - JOUR

T1 - University students’ emotions in virtual learning

T2 - A review of empirical research in the 21st Century

AU - Henritius, Eija

AU - Löfström, Erika

AU - Hannula, Markku S.

PY - 2019/1

Y1 - 2019/1

N2 - This paper presents a systematic review of university students’ emotions in connection with virtual learning based on 91 articles published between 2002 and 2017 in four international journals that focus on virtual learning and educational technology or on learning in higher education. These journals were considered potential channels for research on emotions in virtual learning and higher education. The objective was to analyse the articles for concepts and theoretical background related to virtual learning and emotions, contextual focus, methodological choice, and/or results. The review showed that the most common emotion‐related concept was “satisfaction.” The most common context for the articles was a complete non‐physical learning environment (e.g. Second Life). Approximately 60% of the articles used quantitative methods. The most common design for studying emotions was an explanatory design. Students’ emotions were mainly studied through concepts related to emotion (e.g. “satisfaction”). Yet only a few of the studies focused on the fluctuation of emotions in the course of events, relying instead on post hoc data that treat students’ emotions as traits rather than states.

AB - This paper presents a systematic review of university students’ emotions in connection with virtual learning based on 91 articles published between 2002 and 2017 in four international journals that focus on virtual learning and educational technology or on learning in higher education. These journals were considered potential channels for research on emotions in virtual learning and higher education. The objective was to analyse the articles for concepts and theoretical background related to virtual learning and emotions, contextual focus, methodological choice, and/or results. The review showed that the most common emotion‐related concept was “satisfaction.” The most common context for the articles was a complete non‐physical learning environment (e.g. Second Life). Approximately 60% of the articles used quantitative methods. The most common design for studying emotions was an explanatory design. Students’ emotions were mainly studied through concepts related to emotion (e.g. “satisfaction”). Yet only a few of the studies focused on the fluctuation of emotions in the course of events, relying instead on post hoc data that treat students’ emotions as traits rather than states.

KW - 516 Educational sciences

KW - COMPUTER-ASSISTED-INSTRUCTION

KW - HIGHER-EDUCATION

KW - METAANALYSIS

KW - IMPACT

KW - TECHNOLOGY

KW - STATISTICS

U2 - 10.1111/bjet.12699

DO - 10.1111/bjet.12699

M3 - Review Article

VL - 50

SP - 80

EP - 100

JO - British Journal of Educational Technology

JF - British Journal of Educational Technology

SN - 0007-1013

IS - 1

ER -