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Pentaraki, Alexandra; Burkholder, Gary J. – European Journal of Open, Distance and E-Learning, 2017
There is emerging evidence that suggests emotions as a discrete factor in academic online contexts that significantly contribute to student engagement and higher order learning (Cleveland-Innes & Campbell, 2012; You, 2012, You & Kang, 2014; Zembylas, 2008; Liaw, 2008). Pekrun (2000) and Pekrun, Goetz, Frenzel, Barchfeld, and Perry (2011)…
Descriptors: Online Courses, Educational Technology, Technology Uses in Education, Emotional Response