Attributes of Affective E-learning Behavior： Emerging Issues Beyond Teaching and Learning

Many studies have focused on factors affecting e-learning and its effectiveness by comparing e-learning with face-to-face traditional classes. This study, however, aspires to contribute to the literature by exploring factors that contribute to student success in the e-learning environment. This study tested the assumption that a student＇s success in e-learning is a function of the specificities that are linked to this pedagogical model. It further postulated that these attributes are outcomes of an affective learning behavior. Data for this study were collected from a random sample of 486 respondents （close to 10% of the total student population） in a small university. The empirical data helped map out the hierarchy of the attributes that contribute to the development and experiences with e-learning. This study further provided suggestions to improve the areas that seem essential for a successful e-learning environment.     

The Effect of Computer-Assisted Learning Integrated with Metacognitive Prompts on Students’ Affective Skills

The purpose of this study is to investigate the effect of computer-assisted learning integrated with metacognitive prompts on elementary students’ affective skills on the subject of electricity. The researchers developed educational software to enable students to easily and comprehensively learn the concepts in the subject of electricity. A case study method was used. Eighteen students from the seventh grade (12–13 years) participated in the study. Students’ views on their performances while using educational software and the impact of the software on their affective skills towards the subject of electricity were examined. Data were collected by open-ended questions in the educational software. According to the research results, there were students who had negative attitudes and perceptions before starting to learn about the subject of electricity. Interactive activities, animations, and visual experiments in the educational software were effective in overcoming the students’ negative attitudes and perceptions about the subject. Besides, students who assessed their own performances during the learning process believed themselves to be more successful over time. In the light of the research results, some suggestions are made for future studies.     

TaKe Charge of Your Learning

If some of you have trouble in English studying,remember that learning a language is really a lasting course. Don‘t be anxious about it and the most important is, don‘t give up.Here are some of my advice about learning.     

On Purpose of Lifelong Learning

As we are enternig into the Age of Informa-tion,the Age of Knowledge,the Age of Paradox,the Age of Access.Age of Chaos,Age of Unrea-son,Age of Possibility,and the Age of the Fulfill-ment of Hope.learning for freedom,which meanslearning for the freedom to know,freedom to go,freedom to do,freedom to live,and freedom to be,has become possible and should be set as the ulti-mate goal of everyone's lifelong learning process.By learning for freedom a learner should developsufficientself- confid…     

My Experience of Learning English

I began to learn English8years ago.Y et I can still well rem em berthe tim e when I had m y first English class in m y prim ary school.I wasso curious and excited that I kept asking m yself,“W hy is this languageso different from C hinese and w hy should…     

The Strategies of Learning English

Summary: The aim of English learning is to cultivate the student's ability to listen, speak, read and write. This disserta-tion wil1 present some useful strategies for learning listening, reading, speaking and writing.     

My Way of Learning English

With the globalization of the world, English is becoming more and more important in our daily life. A lot of people are learning English in our country now.The questions they usually have are-Why should I learn English? How canI learn English well?     

Evaluation of Affective and Cognitive‐Affective Domains in Socially‐Oriented Innovative Science and Technology Curricula

Summaries

English

The present work is an attempt to contribute to the field of evaluation of the affective domain in socially‐oriented innovative science and technology curricula. The main concern of such curricula is the long‐term development of the student's personality in terms of decision‐making capability, attitudes, intellectual power, and social involvement.

Since it appears that the realistic choice in the evaluation of such curricula is between ‘no measures’ (subjective judgements) and ‘imperfect proxies’, it is proposed to concentrate on finding adequate (and agreeable) measures to evaluate the long‐range intended (but also the unintended) effects of the programmes in hand, and only then to switch to evaluate the effectiveness of the curriculum in achieving these effects (i.e. the educational objectives) in the affective domain. Selected ideas with respect to the above are ‘translated’ here into manageable and applicable procedures within the science class, taking into consideration the ‘local realism of constraints’ within which every science teacher performs.

The development of feasible methods for measurement of curricular outcomes in the affective and affective‐cognitive domains is a precondition for future summative evaluation of socio‐technologically oriented science and technology curricula. Contending with the moral and value‐judgement components of any future science curriculum is therefore the inescapable task ahead.     

Applying the Science of Learning to the Learning of Science: Newton’s Second Law of Motion

Science teaching and learning require knowledge about how learning takes place (cognition) and how learners interact with their surroundings (affective and sociocultural factors). The study reported on focussed on learning for understanding of Newton’s second law of motion from a cognitive perspective that takes social factors into account. A cognitive refinement instructional approach (CRIA) was used to organise and sequence learning activities, while students were engaged through inquiry and group work. Students’ real-life experiences were used as starting point of the learning sequence. The efficiency of the sequence was determined with the aid of the Force Concept Inventory (FCI) and complemented with the students’ reflections on the sequence, showing their epistemological preferences. The results indicated that a CRIA aided in constructing more coherent scientific knowledge and enhanced understanding, while reducing misconceptions on the topic. In their reflections, the students acknowledged that experiential and experimental evidence, as well as guided formation of a scientific explanatory framework, are foundational for a deeper understanding of the challenging topic.     

The Research of Cooperative Learning Effects on College Students＇ Learning Anxiety

Since Krashen put forward the Affective Filter Hypothesis, more and more concern has been paid to the anxiety problem in Second and foreign language teaching and learning. Meanwhile, CL （cooperative learning） has gained much attention in recent years, both at home and abroad. Most researches （Oxford ＆ Ehrman, 1993; Kagan, 1994; Slavin, 1995） on CL indicated that CL is a classroom procedure which can lower anxiety and improve learning outcomes. Although the researches abroad have suggested that CL has a positive impact on reducing foreign language learning anxiety, few empirical researches on CL have been conducted in China. Moreover, according to the author＇s observation, anxiety is most obvious in oral English activities. Therefore, this thesis attempts to investigate some Chinese non-English freshmen＇s foreign language learning anxiety. Two classes are involved in the study： one as the experimental class instructed with CL method, the other as the control class taught with the traditional teaching method. By using a classical instrument, the FLCAS （foreign language classroom anxiety scale）, this study examined the subjects＇ foreign language learning anxiety. According to the analysis and comparison of the first and second FLCAS, the author finds CL has a significant effect on reducing students＇ foreign language learning anxiety.     

On Affective Communication——From Perspective of Cultural Context

Nowadays, cross-cultural study is turning to pragmatic fields concerning communication, such as business negotiation,overseas life and language teaching, etc. This paper reviews previous studies of culture and communication, attempting to reveal how to have affective communication from perspective of cultural context by case studies. As a result, theoretical foundation and case studies prove that although we have cooperative principles as general guidelines for communication, cultural awareness, especially awareness of High Context(HC) and Low Context(LC), still plays a key role in cross-cultural communication by making up for the lost of meaning while transmission.     

Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature

Physical learning, cognitive learning, social learning, and affective learning are positioned as the legitimate learning outcomes of physical education. It has been argued that these four learning outcomes go toward facilitating students’ engagement with the physically active life (Bailey et al., 2009; Kirk, 2013). With Cooperative Learning positioned as a pedagogical model capable of supporting these four learning outcomes (Dyson & Casey, 2012), the purpose of this review was to explore the empirical research in the use of Cooperative Learning in physical education reported on the achievement of learning in the physical, cognitive, social, and affective domains (or their equivalents). The review found that while learning occurred in all 4 domains, the predominant outcomes were reported in the physical, cognitive, and social domains. Affective learning was reported anecdotally, and it became clear that more work is required in this area. The article concludes by suggesting that research into the outcomes of this and other pedagogical models needs to focus on learning beyond the initial instructional unit and extend over a period of years and not just weeks.     

A Review of “Interreligious Learning”

This article considers Religious Education (RE) from the perspective of socialization theory. After clarifying the concept of socialization, an understanding of socialization processes, requiring the simultaneous development of both a personal and a social identity, is linked with RE. The development of both a personal and a social identity calls for hermeneutic and critical reflective skills, which may be acquired in RE classes. Therefore, RE is an important means of socializing children and youths that may have great civic value and has a rightful place in the school curriculum. The article concludes with the argument that schools with an open religious identity are best suited to provide the type of RE advocated here.     

The Role of Motivation in Language Learning

The role of motivation in language learning has been studied since the 1960s. It is indeed one of the most important areas of linguistics. This paper suggests strategies of motivating language learners and focuses on the role which motivation can play in language learning. The concept of motivation from different points of view is defined, a number of suggestions on how to motivate language learners are presented and the role of motivation based on various motivational theories are highlighted. With regard to the role of motivation in language learning, it is concluded that motivation plays an increasingly important role in many aspects, such as identifying with the target language society, achieving long-term and short-term goals, improving language learners‘ internal and external powers and exerting a group force. It also indicates that there should be more research areas to be examined and a long way is probably requlred to go in future theoretical and practical study.     

On Vocabulary Learning Mode—the Integration of Incidental Learning and Explicit Instructions

This article is mainly to review and comment on the article written by Sonbul, S.,& Schmitt, N.in 2009 which is con?cerned with the additional efficacy of putting explicit instruction as post process to incidental learning in obtaining vocabulary as well as testing the vocabulary knowledge of the form-meaning link at three different levels (meaning recognition, meaning recall, and meaning recognition).     

The Importance of Informal Learning in EFL

除了课堂上的正规学习,在日常生活中老师应如何抓住时机丰富学生的英语知识呢?您不妨一试以下作者的建议。     

English Learning under the Context of Globalization

In contemporary,globalization is advancing at an unprecedented rate in multitude arenas.Globalization has brought us to contact with the culture,customs and thinking of countries around the world.English learning under the context of globalization has been changed to some extent.Globalization is exuberant,specific learning instead of systematic learning is what is necessitated.     

Motivation——One of the Affective Factors and its Effect

Affective factors play a positive role in English study and motivation is the most important.Higher motivation predicts better second language acquisition.The types of motivation are mainly divided into two:extrinsic motivation and intrinsic motivation.Teachers should study their students as well as the teaching materials and then select scientific methods and make good use of them to reinforce their students'motivation.