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Internet and Higher Education

June 2012 Volume 15, Number 3

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Table of Contents

Number of articles: 10

  1. Regulating interest when learning online: Potential motivation and performance trade-offs

    Carol Sansone, Jessi L. Smith, Dustin B. Thoman & Atara MacNamara

    Online learning may be particularly sensitive to self-regulatory trade-offs between maintaining interest and performance. Undergraduates in online or on-campus sections of the same course rated... More

    pp. 141-149

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  2. The role of emotion in the learning process: Comparisons between online and face-to-face learning settings

    Gwen C. Marchand & Antonio P. Gutierrez

    As the presence of online and hybrid coursework at institutions of higher education has increased, so too has interest among educators and scholars in understanding personal and contextual factors ... More

    pp. 150-160

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  3. How achievement emotions impact students' decisions for online learning, and what precedes those emotions

    Dirk T. Tempelaar, Alexandra Niculescu, Bart Rienties, Wim H. Gijselaers & Bas Giesbers

    This empirical study investigates students' learning choices for mathematics and statistics in a blended learning environment, composed of both online and face-to-face learning components. The... More

    pp. 161-169

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  4. Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning

    Anthony R. Artino & Kenneth D. Jones

    Online learning continues to grow, but there is limited empirical research on the personal factors that influence success in online contexts. This investigation addresses this research gap by... More

    pp. 170-175

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  5. The role of emotions and task significance in Virtual Education

    Gwen Noteborn, Katerina Bohle Carbonell, Amber Dailey-Hebert & Wim Gijselaers

    This paper analyzed the role of emotions in a virtual world (Second Life) through students' level of enjoyment and boredom and their influence on students' achievement level. The virtual world was ... More

    pp. 176-183

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  6. Confusion and complex learning during interactions with computer learning environments

    Blair Lehman, Sidney D'Mello & Art Graesser

    Folk wisdom holds that being confused is detrimental to learning. However, research on emotions and learning suggest a somewhat more complex relationship between confusion and learning outcomes. In... More

    pp. 184-194

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  7. Improving online social presence through asynchronous video

    Jered Borup, Richard E. West & Charles R. Graham

    Online learning has become a reality for many students in higher education. Unfortunately, something that has also become a reality is a sense of isolation in online courses, and Moore (1980) has... More

    pp. 195-203

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  8. Experiences of instructors in online learning environments: Identifying and regulating emotions

    Kelley Regan, Anna Evmenova, Pam Baker, Marci Kinas Jerome, Vicky Spencer, Holly Lawson & Terry Werner

    In an effort to expand existing research on the barriers of instructors experience in online learning environments (OLEs), a qualitative study was conducted at a large mid-Atlantic university. Six ... More

    pp. 204-212

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  9. The jury is still out: Psychoemotional support in peer e-mentoring for transition to university

    Angelica Risquez & Marife Sanchez-Garcia

    This study investigates how computer mediated communication (CMC) can sustain nourishing and emotionally enriching peer mentoring relations. A peer electronic mentoring program was implemented in... More

    pp. 213-221

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  10. Not that different in theory: Discussing the control-value theory of emotions in online learning environments

    Lia M. Daniels & Robert H. Stupnisky

    This commentary investigates the extent to which the control-value theory of emotions (Pekrun, 2006) is applicable in online learning environments. Four empirical studies in this special issue of More

    pp. 222-226

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