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An Exploratory Study of Emotional Affordance of a Massive Open Online Course
ARTICLE

European Journal of Open, Distance and E-Learning Volume 17, Number 1, ISSN 1027-5207

Abstract

This exploratory study examines emotional affordance of a massive open online course (MOOC). Postings in a discussion forum of a MOOC in computer science are analysed following a research design informed by virtual ethnography. Emotional affordance is investigated, focusing on non-achievement emotions which are not directly linked to achievement activities or outcomes. The study identifies two non-achievement emotions in the MOOC. First, altruistic emotion evolves with the collaborative learning community and possibly compensates for teachers' minimal emotional intervention in a large, diverse class. Second, intergenerational emotional resonance is observed and this bears a key implication on managing age diversity for the future MOOCs.

Citation

Cheng, J.C.Y. (2014). An Exploratory Study of Emotional Affordance of a Massive Open Online Course. European Journal of Open, Distance and E-Learning, 17(1), 43-55. Retrieved October 18, 2019 from .

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Keywords