Students Facing Examples: Making the Unseen Visible Learning in an Example-Rich Environment (ERE) - An Emotional Perspective
The purpose of our qualitative study was to explore the emotional aspects that accompany learning in an Example-Rich Environment, ERE, through the use of examples created by students in previous years. The study was conducted within the framework of the "Learning Processes" academic course...
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| Format: | Article |
| Language: | English |
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Athens Institute for Education and Research
2017-02-01
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| Series: | Athens Journal of Education |
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| Online Access: | http://www.athensjournals.gr/education/2017-4-1-2-Greensfeld.pdf |
| _version_ | 1828823042984247296 |
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| author | Hava Greensfeld Efrat Nevo |
| author_facet | Hava Greensfeld Efrat Nevo |
| author_sort | Hava Greensfeld |
| collection | DOAJ |
| description | The purpose of our qualitative study was to explore the emotional aspects that accompany learning in an Example-Rich Environment, ERE, through the use of examples created by students in previous years. The study was conducted within the framework of the "Learning Processes" academic course at a teacher-education college, from 2010 to 2013 (N=70). The research tools were four questionnaires, a designated ERE, and observations. We adopted a unique pedagogical strategy. We determined in advance when the students could study the ERE. The students began each task by constructing an initial version; they were then asked to improve it through the study of the ERE. Content analysis revealed two main approaches: the "objecting" approach and the "agreeing" approach; these led to identification of six academic emotional types of users of the ERE. The extent to which examples were actually used or not used was examined via the dimension of each type’s achievement goals. Our research highlighted the central importance of the motivational component in all that concerns academic emotions. The findings may aid in characterizing variation among learners in online environments and to explain their level of willingness to use ERE. |
| first_indexed | 2024-12-12T13:28:03Z |
| format | Article |
| id | doaj.art-f2c13db688c04c3fabf1309ad3bf5942 |
| institution | Directory Open Access Journal |
| issn | 2241-7958 |
| language | English |
| last_indexed | 2024-12-12T13:28:03Z |
| publishDate | 2017-02-01 |
| publisher | Athens Institute for Education and Research |
| record_format | Article |
| series | Athens Journal of Education |
| spelling | doaj.art-f2c13db688c04c3fabf1309ad3bf59422022-12-22T00:23:09ZengAthens Institute for Education and ResearchAthens Journal of Education2241-79582017-02-01412138https://doi.org/10.30958/aje.4-1-2Students Facing Examples: Making the Unseen Visible Learning in an Example-Rich Environment (ERE) - An Emotional PerspectiveHava Greensfeld0Efrat Nevo1Head of Research Unit, Michlala, Jerusalem College, IsraelTeacher Educator, Michlala, Jerusalem College, IsraelThe purpose of our qualitative study was to explore the emotional aspects that accompany learning in an Example-Rich Environment, ERE, through the use of examples created by students in previous years. The study was conducted within the framework of the "Learning Processes" academic course at a teacher-education college, from 2010 to 2013 (N=70). The research tools were four questionnaires, a designated ERE, and observations. We adopted a unique pedagogical strategy. We determined in advance when the students could study the ERE. The students began each task by constructing an initial version; they were then asked to improve it through the study of the ERE. Content analysis revealed two main approaches: the "objecting" approach and the "agreeing" approach; these led to identification of six academic emotional types of users of the ERE. The extent to which examples were actually used or not used was examined via the dimension of each type’s achievement goals. Our research highlighted the central importance of the motivational component in all that concerns academic emotions. The findings may aid in characterizing variation among learners in online environments and to explain their level of willingness to use ERE.http://www.athensjournals.gr/education/2017-4-1-2-Greensfeld.pdfacademic emotionsachievement goalslearning through example |
| spellingShingle | Hava Greensfeld Efrat Nevo Students Facing Examples: Making the Unseen Visible Learning in an Example-Rich Environment (ERE) - An Emotional Perspective Athens Journal of Education academic emotions achievement goals learning through example |
| title | Students Facing Examples: Making the Unseen Visible Learning in an Example-Rich Environment (ERE) - An Emotional Perspective |
| title_full | Students Facing Examples: Making the Unseen Visible Learning in an Example-Rich Environment (ERE) - An Emotional Perspective |
| title_fullStr | Students Facing Examples: Making the Unseen Visible Learning in an Example-Rich Environment (ERE) - An Emotional Perspective |
| title_full_unstemmed | Students Facing Examples: Making the Unseen Visible Learning in an Example-Rich Environment (ERE) - An Emotional Perspective |
| title_short | Students Facing Examples: Making the Unseen Visible Learning in an Example-Rich Environment (ERE) - An Emotional Perspective |
| title_sort | students facing examples making the unseen visible learning in an example rich environment ere an emotional perspective |
| topic | academic emotions achievement goals learning through example |
| url | http://www.athensjournals.gr/education/2017-4-1-2-Greensfeld.pdf |
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