Affective learning in online multimedia and lecture versions of an introductory computing course

Affective learning in online multimedia and lecture versions of an introductory computing course

• Moneta, Giovanni B. London Metropolitan University
• Kekkonen Moneta, Synn University of Massachusetts Boston

Educational Psychology, 27(1), 51-74, 2007

Routledge

2007

• F 教與學
  • FD 傳意媒介、資訊科技在教學上的應用

Computer Literacy Academic Ability Self Efficacy Online Courses Multivariate Analysis Lecture Method Affective Behavior Introductory Courses Multimedia Instruction Teaching Methods Goal Orientation Student Attitudes Time on Task Cognitive Development College Students Higher Education

• Hong Kong

• 1997.7 onwards

• 專上教育

This study evaluated students' affective learning in an introductory computing course that was taught in Hong Kong once in a lecture format and twice in a rich interactive multimedia online format to 414 college students in all. A simplified experience sampling method was used to assess affective learning at the midterm and end of each course in terms of intrinsic engagement (positive affect, perceived challenges, perceived skills in course activities), extrinsic engagement (performance expectations, performance goals, performance self-efficacy), and negative affect in course activities. Controlling for students' computing background and pre-enrolment academic ability, multivariate analysis of covariance indicated that, compared to lectures, e-learning modules fostered more intrinsic engagement, comparable extrinsic engagement, and more negative affect. Findings suggest directions for developing online courses that optimise both cognitive learning and affective learning.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410601061413]

• 英文

期刊論文

• 01443410

• 10.1080/01443410601061413

https://bibliography.lib.eduhk.hk/tc/bibs/0ad8cf81

2011-03-24