000			05718cam a2200529Mi 4500
001			ocn932063198
003			OCoLC
005			20190328114813.0
006			m o d
007			cr |||||||||||
008			151123s2015 enk o 001 0 eng d
040			_aNLE _beng _erda _epn _cNLE _dEBLCP _dOPELS _dOCLCF _dIDB _dMERUC _dOCLCQ _dMERER _dOCLCQ _dU3W _dOCLCQ _dWRM _dOCLCQ _dCUY _dZCU _dICG _dOCLCQ _dDKC
019			_a932332311
020			_a0128007141 _q(electronic bk.)
020			_a9780128007143 _q(electronic bk.)
020			_z9780128006498
035			_a(OCoLC)932063198 _z(OCoLC)932332311
050		4	_aLB1073
082	0	4	_a370.15/34 _223
245	0	0	_aEmotions, technology, and learning / _h[electronic resource] _cedited by Sharon Y. Tettegah, Michael P. McCreery.
264		1	_aLondon, UK : _bAcademic Press, _c2015.
300			_a1 online resource (318 pages).
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
490	1		_aEmotions and Technology
505	0		_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.
505	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.
505	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.
505	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.
505	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.
520			_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.
504			_aIncludes bibliographical references and index.
650		0	_aAffective education.
650		0	_aTechnological innovations _xPsychological aspects.
650		0	_aCommunication and technology.
650		7	_aAffective education. _2fast _0(OCoLC)fst00798871
650		7	_aCommunication and technology. _2fast _0(OCoLC)fst00870044
650		7	_aTechnological innovations _xPsychological aspects. _2fast _0(OCoLC)fst01145044
655		4	_aElectronic books.
655		7	_aElectronic books. _2lcgft
700	1		_aTettegah, Sharon Y., _eeditor.
700	1		_aMcCreery, Michael P., _eeditor.
776	0	8	_iPrint version: _aTettegah, Sharon Y. _tEmotions, Technology, and Learning. _d: Elsevier Science, �2015 _z9780128006498
830		0	_aEmotions and technology.
856	4	0	_3ScienceDirect _uhttp://www.sciencedirect.com/science/book/9780128006498
999			_c247253 _d247253