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引用次数: 1
摘要
近年来,受当前疫情影响,在线教育取得了突飞猛进的发展。它要求教育行为者面对并适应在教学过程中实施数字环境所产生的一系列变化。在这个场景中,我们的目标是识别高中学生在虚拟环境中学习时的情绪。根据Lin, Su, Chao, Hsieh和Tsa(2016)的研究,他们经历的一系列情绪可以产生理想的环境,通过积极的情绪来发展更成功的学习过程。为了实现这一目标,开展了定量调查,设计了李克特量表问卷,并将其应用于Enrique Cabrera Barroso地区高中的样本。该仪器揭示了他们在虚拟学习环境中学习过程中所经历的情绪以及他们与演员之间的互动。考虑到结果,我们发现学生经历了一系列的内在情绪,这些情绪对于适应虚拟环境是决定性的。
The emotions of upper secondary level students in a virtual learning environment
In recent years and derived from the pandemic that is experienced today, online education has been advancing by leaps and bounds. It has demanded that educational actors face and adapt to a series of changes that have been generated by the implementation of digital environments in the teaching-learning process. It is in this scenario where the objective is to identify the students’ emotions from High school with respect to their learning in a virtual environment. They experience a series of emotions that according to Lin, Su, Chao, Hsieh and Tsa, (2016) can generate the ideal environment to develop more successful learning processes through positive emotions. To achieve this objective, a quantitative investigation was developed, and a questionnaire with a Likert scale was designed and applied to a sample from the Enrique Cabrera Barroso Regional High School. This instrument revealed the emotions they experience in a virtual learning environment during their learning process and their interaction among the actors. Considering the results, we find that students experience a series of internal emotions that are decisive for adapting to a virtual environment.