Atef:

The "emoticons" available in the online learning platform help to capture the "feelings" or emotions of students that can be easily seen in the F2F classroom but not so readily online. If students are happy with a response or decision by the teacher they can click on the desired "emoticon" that represents their feeling and vice versa. These emotions help to "humanize" the online space, making it more equivalent to the F2F experience as well as help the instructor to know when to elaborate more or move on accordingly.

Many thanks,

Debra

Hi Atef,

To add to Debra's answer.

Emoticon have an interesting quality/limit: they are selected by the respondent and therefore filtered to a greater extent by other processes beyond emotions.

For example, if I am unhappy about the decision, my expression may betray my state of emotion. On the other hand, when using emoticons, I can select the one that may convey what I wish to convey, which could be quite different than my true state of emotion, depending on the situation. Certainly, issues of goals, power, and culture are bound to mediate the selection of emoticons.

Also, given that emoticons are not the perfect tool to convey meaning beyond words, there is a loss of meaning in communications, which will likely lead to misunderstandings and possibly stronger negative emotions. Yet, these would be modulated by the receiver's personality. Anderson (2001) might be a good place to start.

Best,

Eric

Anderson, M.D. (2001). Individual characteristics and Web-based courses. In C.R. Wolfe (Ed.), Learning and Teaching on the World Wide Web, Academic Press.

Now that's a very interesting question and I wonder if the role of emotions online is any different than the role of emotions in any other technology learning context.  I was researching  the role of emotions in learning new technology (see articles - don't mean to self reference, but they might be helpful). Of course working online involves many purposes.

Atef - Do you think the emotions involved  in learning online are any different than the emotions learning off-line?  I wonder?

Article Exploring the Relationship Between Emotions and the Acquisit...

Article Assessing Emotions Related to Learning New Software: The Com...

Article The Impact of Preservice Teachers' Emotions on Computer Use:...

So some of the responses are discussing emoticons and some emotions - these are related but different.

Emoticons

This is simple in that I do not think there is a set rule on the use of emoticons in the online environment.  From my recollection I believe that Departments of English/Writing may have documented their disagreement in the use of emoticons online.  They believe that writing and the styles associated with writing should determine emotion, not a graphic.  Like our peers have said there are many research studies that have shown the usefulness of emoticons in an online environment.  There are still many instructors who disapprove of their usefulness in creating the much need emotional presence in this state.  Similarly there are many (like myself) who believe that text on a screen or even on paper is void of tone and the meaning can be misconstrued so using emoticons can assist.

Emotions

I am in total agreement with Robin.  Your question, if it is focused on emotions seems to suggest that there are differences in each of the delivery methods.  I can say though that you may have a good discussion that could lead to a hypothesis if you look at the user/learner in terms of their age, socio-economic background, technology literacy skills, access, etc...  You may be able to find some relationship between such variables as a very elementary approach to your question.  Needless to say the design of the environment and the content also has a huge part to play in what emotions are portrayed as well as the learning process outcomes.

I hope this helps...:-)

Thanks Robin and every one for the interesting answers, i found it helpful.

Robin: actually i am doing research about adaptive online learning system where i am trying to measure the emotions and level of concentration and cognitive load and engagement level during learning task real time using brain signals recorded by EEG.

and i am trying to see if the learner emotions state (positive, negative) related to the task engagement level and overall performance during online learning? 

Atef

That's great!!!  I think your explanation clarifies your question...:-)  Do you have a clear hypothesis e.g.., adaptive systems produce anxiety from learners which affect their scores?

I deliver distance learning courses and have done so, for several years. Distance learning is a lonely business with no other students to talk to for support and sympathy. The term "emotions" does not target precisely, the issues that distance learners face. Many follow such learning because of a lack of self-confidence, inability to attend a real school or college and/or, bad experiences in the classroom. The distance learner requires encouragement and support to boost their self-confidence and self-worth and I have to say, the majority I have the pleasure of tutoring, are female. There are then, a lot of issues for the distance learner most of course to do with their emotional state. Research is all very well but actual experience and empathy to the learner is to me, the most important aspect as only that can be out into practice for the learner.

I think Patricia has really hit the nail on the head about the lonely business of distance learning.  For me it means that the most important emotion in distance learning is the motivation to learn (I think motivation is an emotion?!).  There's an article on my website  'MOTIVATING LEARNERS IN OPEN AND DISTANCE LEARNING: DO WE NEED A NEW THEORY OF STUDENT SUPPORT?'  which tries to look at learning motivation from the perspective of recent psychological theories.  But I need to do a lot more work on this!

www.ormondsimpson.com

Hello Atef 

Please read some of my articles that you can find in my profile. I would recommend the following:

1. Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior, 35(1), 157-170.

2. Pellas, N. & Kazanidis, I. (2014). Online and hybrid university-level courses with the utilization of Second Life: Investigating the factors that predict student choice in Second Life supported online and hybrid university-level courses. Computers in Human Behavior, 40(2), 31-43.

 Kind regards

NP

While it's not about online learning per se, I would strongly suggest checking out Megan Boler's "Feeling Power" (review here: http://www.jaconlinejournal.com/archives/vol20.3/driscoll-feeling.pdf) because she digs deeply into the interplay between emotions and education. In that book, she coined the phrase, "pedagogy of discomfort' which is a very relevant and interesting concept. I wonder if this might shed some light on the types of emotions at play in all learning environments, and how certain situations (including uncomfortable ones) can contribute to important learning breakthroughs.

"Emotions" can play an important rule in learning in general - not just ONLINE mode of learning. However, in online learning situations, the need for emotional aspects (e.g. motivation, encouragement, support, guidance, etc.) is extremely in focus compared with FACE-TO-FACE teaching situations. One prominent weakness or shortcoming of purely online learning is the absence of many humanistic (i.e. emotional - psychological) aspects that would render learning as a virtual non-human endeavor. The more those interactive, human aspects are integrated into online learning modes, the better the case will be.