Covers the articulation between learner characteristics (e.g., background, individual learning preferences, IT skills, goals and priorities, capabilities, motivation) and the technological, pedagogical and physical specificities of the technology-supported learning situation..
Published in Chapter:
An Exploratory Analysis of the Role of Emotions in E-Learning
M. A. Rentroia-Bonito (Instituto Superior Técnico, Portugal), J. Jorge (Instituto Superior Técnico, Portugal), and C. Ghaoui (Liverpool John Moores University, UK)
Copyright: © 2008
|Pages: 9
DOI: 10.4018/978-1-59904-885-7.ch074
Abstract
Technology-rich environments are assuming a key role in the individual learning processes. Still, one of the major IT challenges identified in the education field is to establish e-learning as a credible and viable complement to face-to-face education. This represents a paradigm shift in the way of learning, which is driving changes at individual, process, institutional, and societal levels. However, despite last-decade advances in the application of usability principles in system design, there is still a need to better understand the people-technology fit in learning contexts. Current results, gaps, and issues define the challenges that dictate new requirements. Among these new requirements, minimizing the impact of the distance factor on communication and learning effectiveness calls for alternatives approaches. Due to the importance of communication among instructor and students in learning, the scope of this work focuses on exploring the role of emotions within the user and learning-support technology fit.