Students’ emotions for achievement and technology use in synchronous hybrid graduate programmes: a control-value approach

  • Nikolaus T. Butz Department of Teaching and Learning, University of North Dakota, Grand Forks, ND, USA
  • Robert H. Stupnisky Department of Educational Foundations and Research, University of North Dakota, Grand Forks, ND, USA
  • Reinhard Pekrun Department of Psychology, University of Munich, Munich, Germany
DOI: https://doi.org/10.3402/rlt.v23.26097
Keywords: online learning, web conferencing, distance education, graduate business education, mediational analysis

Abstract

Synchronous hybrid delivery (simultaneously teaching on-campus and online students using web conferencing) is becoming more common; however, little is known about how students experience emotions in this learning environment. Based on Pekrun’s (2006) control-value theory of emotions, the dual purpose of this study was first to compare synchronous hybrid students who attend online versus on-campus in terms of control, value, emotions and perceived success and second to compare students’ degree of emotional activation in the domains of programme achievement and technology use. Survey data from 101 graduate business students revealed that online students reported significantly higher levels of technology-related anger, anxiety and helplessness. Furthermore, in comparison to their on-campus counterparts, online students more clearly separated their emotions in terms of programme achievement and technology use. Emotions related significantly to students’ perceived success for both programme achievement and technology use, and mediated the effects of control and value appraisals on perceived success.

Keywords: online learning; web conferencing; distance education; graduate business education; mediational analysis

Citation: Research in Learning Technology 2015, 23: 26097 - http://dx.doi.org/10.3402/rlt.v23.26097

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Author Biographies

Nikolaus T. Butz, Department of Teaching and Learning, University of North Dakota, Grand Forks, ND, USA

Nikolaus T. Butz is a PhD candidate in teaching and learning at the University of North Dakota. Nik’s academic background includes education and business. As a doctoral student, Nik is specializing in higher education with an emphasis in mixed methods analysis. His research interests include motivation, emotions, and learning technologies.

Robert H. Stupnisky, Department of Educational Foundations and Research, University of North Dakota, Grand Forks, ND, USA

Robert H. Stupnisky is an Assistant Professor in the Department of Educational Foundations & Research at the University of North Dakota. His research focuses on psychosocial factors, including perceived control, emotions, and motivation, that affect individuals' transitioning into new educational settings, ranging from students entering elementary school to new faculty members.

Reinhard Pekrun, Department of Psychology, University of Munich, Munich, Germany

Reinhard Pekrun is a Full Professor in the Department of Psychology at the University of Munich. His main research interests pertain to achievement emotion and motivation, educational assessment, and the implementation of effective classroom instruction and learning environments in schools.

Published
2015-03-23
How to Cite
Butz N. T., Stupnisky R. H., & Pekrun R. (2015). Students’ emotions for achievement and technology use in synchronous hybrid graduate programmes: a control-value approach. Research in Learning Technology, 23. https://doi.org/10.3402/rlt.v23.26097
Issue
Vol. 23 (2015)
Section
Original Research Articles

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