Exploring dynamics of emotional reactions in online collaboration of communities of learners and their relations with learning outcomes

Emotions in online collaboration have been largely neglected or considered as a static phenomenon. Therefore, the present study aims to explore dynamics of emotional reactions in online collaboration of Communities of Learners (CoL) based on the Emotions as Social Information (EASI) Theory. In addit...

Full description

Saved in:
Bibliographic Details
Published in:Interactive learning environments 2024-01, Vol.32 (1), p.90-101
Main Authors: Watzek, Verena, Rehm, Martin, Mulder, Regina H.
Format: Article
Language:English
Subjects:
Collaboration
communities of learners
Content analysis
Cooperation
Educational objectives
emotional reactions
Emotional Response
Emotions
Learning
learning outcomes
Online collaborative learning environment
Online instruction
Qualitative analysis
Training
workplace
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Emotions in online collaboration have been largely neglected or considered as a static phenomenon. Therefore, the present study aims to explore dynamics of emotional reactions in online collaboration of Communities of Learners (CoL) based on the Emotions as Social Information (EASI) Theory. In addition, relationships between emotional reactions and the learning outcomes of CoL are investigated. Data of 11 CoL with a total of 87 learners are collected in an online training programme. Qualitative content analysis was used to explore dynamics of emotional reactions and quantitative analysis was used to investigate relationships. Results showed that various positive and negative emotional reactions could be identified in the data. Further, by using a newly developed method displaying Emotional Reaction Threads (ERT) it was shown that emotional reactions unfold dynamically during online collaboration. Beyond that, results revealed relationships between the learning outcomes [(i) participation, (ii) exam grade] of CoL and positive [(i) p 
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2022.2078985