Christine Greder-SpechtEmotionen im Lernprozess

About this book deutschenglish

Learning has hitherto been investigated from a scientific point of view chiefly under motivational and cognitive aspects; emotional aspects hardly had any detailed and independent consideration in this connection. However, at the same time the latest research shows that consideration of emotions is important for learning or for acquiring skills, which has been confirmed in theories, concepts and experimental investigations. Nevertheless it was discovered that only isolated indices indicate that positive emotions are not exclusively good for learning and performance and vice versa even negative emotions can have positive effects on learning and performance. This aspect forms an important part of the theoretical part, which is undergoing scientific analysis for the first time in this way. Furthermore, the central theme of what learning has to do with emotions is picked out and why learners reflect their emotions during learning (in particular when dealing with digital media) and can derive measures for further learning from this. At the same time it is shown that emotional reasons are also responsible for the extent to which the scope of courses offered to learners represent long-term use. Detailed results on such relationship connections between emotions and assessments of effects of learners open up the possibility of evaluating educational settings specifically under the named aspects and developing them further effectively.

In the empirical part the problem of the relationship between emotions and assessments of effects is followed up using 14 participants on an ICT further education course. The investigation design for this is based on the combination of a process and a longitudinal investigation and it draws on the research approach of Design Based Research. In the process study the experience of the participants in the further education process is recorded by an instrument, which has been specifically developed for this situation. The longitudinal study contains the quantitative assessment of the initial situation or the effect of the further education in three time periods: before, at the end and one year after the further education course.

The results on the problem of the relationship between emotions and assessments of effects show as a basic trend that positive emotions accompany high assessments of effects of the learners. This confirms the prevalent paradigm «Good emotions are good for learning and performance». At the same time an in-depth analysis based on a type of education demonstrates the learning potential of unpleasant emotions and shows that even pleasant emotions are not exclusively good for learning and performance. Against this background the relevance is confirmed that trivial paradigms should be examined carefully in further investigations. The approach shows potential for the success of considering emotional conditions combined with the intensity of the examination of the learning content.

During the investigation the emotions instrument, which had been developed for research purposes, unexpectedly unmasked itself as a new type of evaluation instrument, which takes responsibility for both teaching staff as well as learners. In the final part of the study it is therefore shown in concrete terms that this instrument can be used as an innovative initial situation for profitable teaching and learning processes in practice.

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