05661cam a2200505Mi 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.0m     o  d        cr |||||||||||151123s2015    enk     o     001 0 eng d  aNLEbengerdaepncNLEdEBLCPdOPELSdOCLCFdIDBdMERUCdOCLCQdMERERdOCLCQdU3WdOCLCQdWRMdOCLCQdCUYdZCUdICGdOCLCQdDKC  a0128007141q(electronic bk.)  a9780128007143q(electronic bk.)  z9780128006498  a(OCoLC)932063198z(OCoLC)932332311 4aLB107304a370.15/3422300aEmotions, technology, and learning / h[electronic resource]cedited by Sharon Y. Tettegah, Michael P. McCreery. 1aLondon, UK :bAcademic Press,c2015.  a1 online resource (318 pages).  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier1 aEmotions and Technology0 aFront Cover; Emotions, Technology, and Learning; Copyright; Contents; Contributors; Foreword; Acknowledgments; References; Preface; Emotions and Learning in Online Environments; Technology, Emotions, and Classroom Use; Exploring Affect With and Through Technology: Research and Practice; References; Section I: Emotions and Learning in Online Environments; Chapter 1: Turning MOOCS Around: Increasing Undergraduate Academic Performance by Reducing Test-Anxiety in a Flipped Clas ... ; Introduction; Evolving from Video-Based Education to MOOCs, Then SPOCs; Academic Emotions and Student Performance.8 aResearch QuestionMethods; University and Course Setting; Revision of Finance 1.5 as a Blended Course with a SPOC; Design of the SPOC for Finance 1.5; Participants; Materials; Test Anxiety Measure; Academic Performance Measure; Course Evaluation; Data Collection Procedures and Analyses; Results; Discussion; Limitations and Implications for Further Research; References; Chapter 2: Emotional and Social Engagement in a Massive Open Online Course: An Examination of Dino 101; A Brief Primer on MOOCs; Engagement as a Social Psychological Construct; Engaging MOOCs; Engagement With the Instructor.8 aDino 101: Dinosaur PaleobiologyData Sources; The Learning Climate Shared With Other Students; Conclusion; References; Chapter 3: Affect in Online Discourse: The Case of the United Nations Millennial Development Goals Topics; Framework; Course Design; Method; Participants; The 2015 Assignment; Data Analysis; Analytical Focus; Discussion; Theme 1: Affect, Emotions, and Awareness Expressions; Theme 2: Acceptance; Intersubjective Acceptance; Accepting the Lesson; Theme 3: Agreement and Questioning; General Remarks on the Analysis; A Role for Technology to Support Discussions Tied to Emotion.8 aConclusionAcknowledgment; References; Chapter 4: Loving this Dialogue!!!! : Expressing Emotion Through the Strategic Manipulation of Limited Non-Verbal Cues in ... ; Introduction; Traditional View of Emotion; Online Learning and Emotion; Limited Cues, Limited Emotions?; The Importance of Recognizing Cues; Our Research; Results; Emoticons; Unconventional Punctuation; The ""Like"" Button; Discussion; References; Section II: Technology, Emotions, and Classroom Use; Chapter 5: Using Errors to Enhance Learning Feedback in Computer Programming; LEAFF Model; Method; Participants.8 aQuasi-Experimental DesignMaterials; Pre-Intervention Instrument; Interim-Intervention Instrument; Post-Intervention Instrument; Results; Discussion and Conclusion; Acknowledgement; Appendix A; Appendix B; Pre-Intervention Instrument; Appendix C; Interim-Intervention Instrument; Tally of Learning Errors; Feeling Scale; I FEEL; Appendix D; Post-Intervention Instrument; References; Chapter 6: Emotions in Learning with Video Cases; Introduction; Emotions Conceptualized; Components of Emotions; Episodes and Emotions; Emotional Potential of Video Cases.  aResearch suggests two important roles of emotion related to learning and technology.�i�A� First, emotion can be the key factor that is being learned or taught through technological means. Second, emotional responses with and through technology can alter what is being learned or how the content is learned.�i�A� The goal of this volume is to compile and synthesize research that addresses these two perspectives by focusing on the relationship between emotion and learning as facilitated by technology. The book is divided into four sections to represent the specific interest related to emotion and learning: Theory and Overview of Emotions and Learning; Emotions and Learning Online; Technology for Emotional Pedagogy with Students; and Technology of Emotional Pedagogy with Teachers.  aIncludes bibliographical references and index. 0aAffective education. 0aTechnological innovationsxPsychological aspects. 0aCommunication and technology. 7aAffective education.2fast0(OCoLC)fst00798871 7aCommunication and technology.2fast0(OCoLC)fst00870044 7aTechnological innovationsxPsychological aspects.2fast0(OCoLC)fst01145044 4aElectronic books. 7aElectronic books.2lcgft1 aTettegah, Sharon Y.,eeditor.1 aMcCreery, Michael P.,eeditor.08iPrint version:aTettegah, Sharon Y.tEmotions, Technology, and Learning.d: Elsevier Science, �2015z9780128006498 0aEmotions and technology.403ScienceDirectuhttp://www.sciencedirect.com/science/book/9780128006498