This study examined the experiences of collegiate, online, distance learners. This research developed an understanding of the dynamic interplay between students’ emotions and their experience of social presence within this unique learning environment. Through surveys and interviews, the research secured perspectives of the emotional and social climates in the learners’ experience of this evolving educational environment. The data were sorted based on themes from prior research exploring successful distance learning experiences. Analysis and synthesis of emergent themes, Likert scores, and percent agreement led to the development of a professional discussion, conclusions regarding the guiding research questions, and recommendations for future practice and study.
|Commitee:||Mitchell, James, Niesiobedzki, Andrew, Wynn, Janet|
|School Location:||United States -- Arizona|
|Source:||DAI-A 78/09(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Educational technology, Curriculum development|
|Keywords:||Distance learning, Emotions in educational technology, Emotions in undergraduate E-Leaming, Emotions in undergraduate distance learning, Online emotional climates, Online learning|
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