Blended learning designs pay most affective-climate attention to motivating and mental-effort tasks while neglecting appraising and dealing with emotions¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among the reviewed studies, most attention was paid to motivating and to concentrating/exerting effort, while few studies addressed appraising and dealing with emotions; the category attributing and judging oneself was not addressed at all. → Boelens 2017

Evidence¶

Boelens 2017¶

Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1-18. https://doi.org/10.1016/j.edurev.2017.06.001

q2 · i? · review · r2

Results for research question 4 across the 20 reviewed studies, coded against Vermunt and Verloop's five affective strategy categories. The review reports that "the category 'attributing and judging oneself' was not addressed in the present study, because no examples of this instructional strategy were encountered."

"In general, most attention was paid to motivating, and concentrating and exerting effort, while only few studies paid attention to appraising, and dealing with emotions."

Discussion¶

Related Claims¶

• Emotion affects motivation, which in turn affects mental effort investment during learning — related
• Pre-actional metacognitive, motivational, and positive-emotional components are positively associated with regulatory behavior in the actional phase, while anger and anxiety are negatively associated — related
• Schools have historically neglected the education of the emotions for three stated reasons — related