Affection-Driven Online Learning: A Systematic Review

Document Type : Review Article

Authors

1 Assistant Professor of Psychology, Department of Behavioral Sciences, Institute for Research and Development in the Humanities (SAMT), Tehran, Iran

2 Assistant Professor of TEFL, Department of Language Studies. The Institute for Research and Development in the Humanities (SAMT), Tehran, Iran

Abstract

Background: In education, one of the indispensable dimensions is its affective aspect that has gained more importance in online learning environments where the inherent separation and distance between instructors and learners creates unique challenges. While a significant number of studies have examined the emotional dynamics in online learning environments and acknowledged its effectiveness, the existing literature seems relatively scattered.
Aim: The current study, employing the qualitative systematic review method, attempted to examine the studies in which the affective-driven principles of educational design were proposed and, accordingly, provide a coherent set of principles to ensure the effectiveness and affective engagement of education in online platforms.
Method: This study followed The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline for identification, screening, evaluation of eligibility, and final inclusion of the articles. For this purpose, a thorough search was made in three scientific databases, Web of Science, SCOPUS, and PsychInfo, using the relevant keywords from 2010 to 2024 that led to identification of 1348 cases. The application of the exlusion criteria at different phases reduced the dataset to 26 cases. The selected articles, then, were evaluated using Braun and Clarke's six-step version of the thematic analysis method.
Results: Finally, the analysis led to the identification of four main themes: (1) intimate environment: creating a feeling of closeness, familiarity and emotional connection between learners and the online learning environment; (2) engaging content: avoiding passive learning by employing elements that keep learners intellectually and emotionally engaged; (3) creative design: using elements such as gamification and engaging interface to create a more appealing learning experience; (4) Humanized features: creating a sense of humanized relation and fostering a positive feeling through the use of informal and relatable features.
Conclusions: The findings of this study add to the existing theoretical knowledge by providing a comprehensive and coherent view of considerations related to the affective dimension of online learning. In addition, the identified themes can be considered as a basis for adopting strategies that instructors and educational designers could use in designing online courses.

Keywords

Main Subjects

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Qualitative Research in Behavioral Sciences (QRBS)
Volume 3, Issue 1 - Serial Number 5
September 2024
Pages 81-96

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  • Receive Date: 07 November 2023
  • Revise Date: 08 May 2024
  • Accept Date: 11 July 2024

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