The Affective Domain and eLearning Success:
Attitudes, Values, Beliefs, Opinions, Interests, Motivation
Susan Smith Nash,
Ph.D.
If you're used to
face-to-face courses and traditional formats, you probably feel fairly
comfortable and confident. But why do
you feel so good about what you're doing?
You probably have a good attitude about the course, the delivery format,
and the instructional strategy.
Chances are, you have
a good attitude because you've succeeded in many similar situations and you're
not worried a bit about what you have to do.
You trust the teaching method, and you're convinced that you can learn,
and that you can demonstrate what you've learned.
When it comes to
online courses -- eLearning that involves Web-based learning, mobile learning,
or perhaps a combination of handhelds, laptops, and interactive devices --
you're not so comfortable. In fact, you
might feel awkward, uncomfortable, even defensive and nervous.
Why the difference?
It all boils down to
the "affective domain." That's the term
that instructional psychologists use to describe the realm of feelings and
emotions as they apply to learning.
The affective domain
includes attitude, values, beliefs, opinions, interests, motivation, and even
basic emotions such as fear, joy, anger, and sadness.
The elements in the
affective domain are almost always key determinants in whether or not you, the
e-learner, succeed in your course, and whether or not you perceive you had a
positive experience.
How can you use this
information to improve your chances of success, even enjoyment in your
course? You can start by building a
framework for the affective domain, and equiping yourself with what you need.
What are the elements
to include in the framework? How can you
construct them so that you're able to manage them? Here are the elements, and here are
suggestions for putting them together.
1. Attitude. Attitude can be
viewed in general terms as one's tendency or predisposition to respond
positively or negatively toward things, people, places, events, concepts, and
ideas (Koballa, 2008). The first step
is to become aware of your attitudes toward distance learning, online instructors, the
software, the technology, and your fellow students. Once you identify where you may have a
negative reaction, then, find out what is shaping your attitude. Once you identify the points of stress, are
you able to change your attitude by adjusting your attitudes or beliefs? Often, your self-investigation will reveal
that many of your attitudes are shaped by fear of the unknown and/or fear of
failure. Find activities that help you
assuage your fears. Talk to
someone. Practice the technology. Buy better equipment. Read your materials. Tell yourself that you like adventure, and
you thrive in an intellectually challenging environment.
2. Values. Keep in mind that
values tend to be less malleable than attitudes. Your values tend to be strong and
enduring. So, with that in mind, use
your values as muscle. Put your values
to work. If you value education, knowledge,
learning, and respect, remind yourself of that.
Keep in mind that your regard for education can help you overcome your
fears.
3. Belief and
attitude work together. They mediate, modify, and alter behavior. This is a powerful insight. Think of the implications. If you don't believe in the efficacy of elearning,
then your behavior will demonstrate that.
You will not attack your lessons in an enthusiastic way. You'll hang back and resist purchasing the
equipment you need. You'll behave
unenthusiastically in the collaborative activities you need to do (discussion
board, sharing messages / IM / twitter, posting portfolio materials).
4. Need to change
your attitude?
Look to your instructor for help and guidance.
Studies have shown that a positive attitude from your instructor can
work wonders (Glynn & Koballa, 2006). If he/she demonstrates a positive
belief in you, and has a supportive, encouraging approach to you, you're likely
to start forming more positive beliefs about yourself and your ability to
succeed. Further, you're more likely to enjoy what you're doing.
5. Becoming a
self-starter (self-efficacy). A well-designed instructional strategy or
lesson plan will capture your interest, engage your feelings, and entice you to
start trying out the activities, even before instructed to do so.
6. Believing in
yourself and your power to positively change your situation
(self-determination, self-belief). One way to bolster your confidence is to
actively tell yourself how your academic activities are worthwhile and
meaningful. Further, you should tell yourself how much they will positively
impact or influence your personal life. Map out the ways in which your academic
activities will lead to your achieving your goals. Then, be sure to practices sufficiently in
order to alleviate any assessment anxiety you might have.
7. Motivation. There are number of tried and true ways to
bolster your motivation in an eLearning context.
- First, is to reinforce to
yourself the positive benefits of what you're doing.
- Second, look at what you'll get.
What are the rewards? Are they
extrinsic (raise? promotion? new job?)
Are they intrinsic? (you love the topic? you are interested in the
subject?).
- Finally, how can you set goals? What
is the best way to break down the task into small tasks?
8.
Self-determination gives you a better sense of control. In e-learning,
having the flexibility to the tasks at a convenient time and location, and to
have choices about the topics you write about, what you study, what you discuss,
can make a huge difference. When possible, remind yourself of where and when
you have choices. That will build your sense of self-determination.
As you read these
points and suggestions, you may be feeling a bit of anxiety. If so, relax. Keep
in mind that a certain level of anxiety is, in reality, motivating. So,
whenever you feel nervous about new challenges or changes in your online education experience, tell yourself it is a good thing. You're keeping your edge. You'll
succeed.