One of the three main domains/categories of learning objectives. Learning objectives in the affective domain focus on the learner’s interests, emotions, perceptions, tones, aspirations, and degree of acceptance or rejection of instructional content (Belanger & Jordan, 2000). Affective objectives include feelings, values, appreciation, enthusiasms, motivations, and attitudes (Krathwohl, Bloom, & Masia, 1964).
Published in Chapter:
E-Learning Design Quality
Panagiotis Zaharias (Athens University of Economics and Business, Greece)
Copyright: © 2009
|Pages: 9
DOI: 10.4018/978-1-60566-198-8.ch117
Abstract
A critical review of the literature was conducted which resulted in the formulation of an e-learning research agenda with a focus on quality and e-learning design issues. The e-learning research agenda summarizes the most commonly identifiable research dimensions regarding e-learning design that influence e-learning quality. It includes issues such as: • Implementation of learner-centered design paradigms (Hsi & Soloway, 1998; Norman & Spohrer, 1996; Soloway, Guzdial, & Hay, 1994). Humancomputer interaction and human factors researchers as well as cognitive scientists have been actively involved in this strand of research. • Implementation of effective pedagogy for the design of e-learning courses and the subsequent development of instructional design guidelines (Clark, 2002; Dimitrova & Sutcliffe, 1999; Govindasamy, 2002; Weston, Gandell, McApline, & Filkenstein,1999). Furthermore, effective pedagogy includes investigation and incorporation of cognitive methods (such as learning styles and strategies, problem solving, metacognition, etc.) and research in the development of new instructional design models (Alavi & Leidner, 2001; Clark, 2002; Clark & Mayer, 2003). Researchers from Educational Psychology and Instructional Design have been researching such issues. • Guidelines and frameworks for quality assurance and evaluation (Barbera, 2004; Boud & Prosser, 2001; Johnson & Aragon, 2002; McGorry, 2003; Sonwalkar, 2002 ). This strand of research transects the aforementioned two dimensions and can be considered an umbrella for e-learning developments.