Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/8344
Title: How to Promote Optimal Individual and Collaborative Learning in Remote and Hybrid Environments? A Focus on Motivational and Emotional Factors
Authors: Molinari, Gaëlle
Raes, Annelies
Zeng, Lily
Bridges, Susan
Mentzer, Nathan
Farrington, Shawn W
Koehler, Adrie
Mohandas, Lakshmy
Aamir, Ali
Claypool, Mallory
Petit, Matthieu
Babin, Julie
Desrochers, Marie-Ève
Järvenoja, Hanna
Törmänen, Tiina
Pramila-Savukoski, Sari
Kuivila, Heli
Järvelä, Sanna
Mikkonen, Kristina
Ollesch, Lisa
Bodemer, Daniel
Weinberger, Armin
Keywords: CSCL
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Molinari, G., Raes, A., Zeng, L., Bridges, S., Mentzer, N., Farrington, S. W., Koehler, A., Mohandas, L., Aamir, A., Claypool, M., Petit, M., Babin, J., Desrochers, M., Järvenoja, H., Törmänen, T., Pramila-Savukoski, S., Kuivila, H., Järvelä, S., Mikkonen, K., Ollesch, L., Bodemer, D., & Weinberger, A. (2022). How to promote optimal individual and collaborative learning in remote and hybrid environments? A focus on motivational and emotional factors. In Weinberger, A. Chen, W., Hernández-Leo, D., & Chen, B. (Eds.), Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022 (pp. 501-508). International Society of the Learning Sciences.
Abstract: Last year, the global pandemic forced us to rethink education by applying social distancing in education and workplace training. Fortunately, current technologies make it possible to organize teaching and learning online, synchronously as well as asynchronously. Literature indicates that online learning did not negatively impact cognitive learning outcomes (Gonzalez et al., 2020). Yet, several affective variables, including students’ well-being, optimal experience and engagement for learning, have been shown to significantly affect the learning experience of remote participants (Raes et al., 2020). Furthermore, the pressure to self-regulate is higher in online learning than in traditional learning (Cosnefroy, 2010), and such a pressure may lead to fatigue, stress and negative emotions that can have detrimental effects on motivation and performance. In this symposium, researchers will focus on the emotional and motivational dimensions within different forms of remote teaching and learning, and also will discuss how CSCL should be reconceptualized in the changing context.
Description: Symposium
URI: https://doi.dx.org/10.22318/cscl2022.501
https://repository.isls.org//handle/1/8344
Appears in Collections:ISLS Annual Meeting 2022

Files in This Item:
File SizeFormat 
CSCL2022_501-508.pdf723.25 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.