ArticleFrontiers in psychology2022
Unpacking the Emotional Experiences of Learners in a Blended Learning Context.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Passion for music and absorptive capacity: the mediating role of flow experience and the moderating role of mindset.BMC psychology · 2026Article
- From motivation to communicative readiness in blended CSL: academic emotions and academic self-efficacy as theory-specified indirect pathways.Frontiers in psychology · 2026Article
- Research hotspots and frontiers of profile technology applied in education-a visualization analysis based on CiteSpace.Frontiers in psychology · 2025Review
- Effect of Technology Acceptance on Blended Learning Satisfaction: The Serial Mediation of Emotional Experience, Social Belonging, and Higher-Order Thinking.International journal of environmental research and public health · 2023Article
- A case study of College English teachers' emotional experiences in the blended teaching context.Frontiers in psychology · 2023Article
- Emotional-based pedagogy and facilitating EFL learners' perceived flow in online education.Frontiers in psychology · 2022Article
- Emptiness in the study of emotions in the teaching-learning process of reading-writing during the COVID-19 pandemic.Frontiers in psychology · 2022Review
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Authors and funding
2 authors.
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Abstract
Understanding the relationship between emotion and learning behavior is conducive to learners' well-being and effective learning. However, previous studies only regarded emotion as an additional variable, and there lacked specific research on academic emotion in the blended learning (BL) context. BL is characterized by systematic integration of online and face-to-face (F2F) learning, hence leading to special emotional experiences. What is the emotional experience of learners in online learning? What is it like face-to-face? Does the connection between the two have an impact on learners' emotional experience? In order to address these questions and explore the emotional profiles of learners in BL context, this study constructs a typical BL context in a Chinese university, and conducts questionnaire and focus group interviews with 89 participants at the end of the semester. Data analysis showed that learners' emotions of face-to-face classes are more intense than those of online learning, both positive and negative. As to positive emotions, paired-sample
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