What is it about?
Investigation into relative importance of education backdrop (culture, institutions) and emotions for successful learning and programme design. The learning backdrop (system) and emotional attachment are both important considerations to engage your students when designing successful or buying into, potentially very expensive, educational or training programmes.
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Why is it important?
Successful education balances nurture with structure. Student emotional and learning needs vary and evolve in complex and dynamic communities of learning. Methodologically, the paper demonstrates mixed methods research and illustrates quantitative (nomothetic) research design constraints. The paper offers useful insights for those designing or running online or other education/training programmes.
Perspectives
This paper provided me with a useful opportunity to explore aspects of attachment and cognitive psychology, different learning theories, non-parametric and parametric statistical analysis and the Framework Method.
Dr Simon Hugh Huston
Coventry University
Read the Original
This page is a summary of: Learning Dispositif and Emotional Attachment: A Preliminary International Analysis, Education Sciences, November 2019, MDPI AG,
DOI: 10.3390/educsci9040279.
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Resources
Survey quantitative and qualitative data
Overview Student learning is a social, cognitive and collaborative process that involves the learning dispositif or learning system and a range of other factors, including emotional attachment EA). This research investigated EA's relevance for learning in diverse online informal or university settings. The data includes interval and ordinal (Likert scale) data on student learning situation, perceived learning success and perceived emotional attachment indicators (constituents). Dataset were collected via online questionnaire (2016), supplemented by a university classroom survey (2018). Methodology and data The research used mixed methods and sequential explanatory approach to investigate how learning dispositif (LD) influences emotional attachment (EA) and to identify the significant constituents of EA. The first research phase involved the development of the explanatory framework from the diverse strands of literature, as discussed. For the second phase, the research developed a survey instrument, geared around the learning framework and surveyed 150 international tertiary level students in Europe, Russia, Asia, the Middle East and China. Finally, for its third phase to enrich its insights into EA and learning the research conducted qualitative expert interviews. To identify survey respondents, the research used pragmatic, convenience sampling, distributing the instrument either online or in hard copy version to accessible university cohorts. As far as we are aware, there exists no other quantitative studies on EA and learning, so it was not possible to conduct a meta-analysis to investigate effects size. The research generated three questions and associated hypotheses. The first question concerned the role of LD. The second involved the influence of EA on LS. The third queried the multi-faceted constituents of EA itself. Formally: RQ1: Does LD influence LS? LD is insignificant (H-LD0) for LS vs. the alternative hypothesis that cohort LS varies (H-LD1) RQ2: Does EAs significantly influence learning success? EA is insignificant for learning success (H-EA0) vs. the alternative that EA is significant (H-EA1) RQ3: What are EA’s main constituents? The draft framework underpinned the questions for an online survey of learners and instructors. Likert scales assessed student and instructor perceptions or attitudes to various aspects of EA and learning but the survey also included some open-ended questions. Subsequently, expert interviews and discussions validated and enriched the refined framework. After ethical review, the research piloted interviews with a couple of experienced UK instructors to fine-tune the instrument. Although much of the data was ordinal, it was analysed using non-parametric and parametric statistics.
Learning dispositif and emotional attachment
Data for quantitative analysis
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