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Online Learning News and Research
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Tuesday, September 03, 2002
http://ts.mivu.org/default.asp?show=article&id=962 Bringing Affective Behavior to e-Learning Michael M. Danchak Web-based, or "e-learning," courses are characterized by a predominance of asynchronous activities that replace those typically found in a face-to-face classroom: presentation of information and interaction between students, instructors, and content in an educational setting (LaRose & Whitten, 2000). Coppola, Hiltz, and Rotter (2001a) identify a number of roles played by instructors in e-learning, but focus on three particularly crucial ones: the cognitive, managerial, and affective roles. The cognitive role determines the actual interplay of learning and teaching; it involves how we present content, provide interaction, and reinforce learning. The managerial role is required for the organizational aspects of the course—syllabi, distribution of copies of lecture notes, assignments, and so on. The affective role involves the personal motivation and satisfaction of the learner. Affective behavior has a direct positive impact on cognitive learning (Rodriguez, Plax, & Kearney, 1996). Lepper and Chabay (1993) note that "motivational components of tutoring strategies are as important as cognitive components, and more generally, that truly personalized instruction must be individualized along motivational as well as cognitive dimensions" (p. 243). Duchastel (1993) similarly stresses the need for the affective role in his discussion of study guides for correspondence courses....
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