This contribution highlights the role of affective processes in multimedia learning conducted by e-learning platform used in the General Psychology online laboratory activities, based on semistructured self-evaluation tests following the model proposed by Domenici (2005). These tests include items with a closed- and open-ended structure requiring the student to answer within space restrictions and, in some cases, within context simulations. This enables scorers to give generally univocal and objective scores thereby assuring high test validity and reliability.The focus is on the psychological aspects of the online tutor’s role and its effects on learning levels. Students who completed the online laboratory activities through the semistructured self-evaluation tests ( = 252) obtained an average score of 27.7 in the objective examination; students who did not complete the activities or who never even started them ( = 186) obtained an average score of 25.7.These differences are statistically significant (1,449 = 38.05; < 0.001). The advantages of online learning are highlighted: developing an active attitude towards learning, enabling the individualisation of learning, and strengthening motivation with regard to knowledge, self-assertiveness, and sociality.This motivational activation reinforces convergent and divergent cognitive skills, owing to the semistructured tests,which facilitate knowledge and study method acquisition.

Biasi V., & Domenici G. (2014). Motivational Processes in Online Learning: The Role of Tutorship for Laboratory Activities through the Semistructured Self-Evaluation Tests. EDUCATION RESEARCH INTERNATIONAL, 1-7.

Motivational Processes in Online Learning: The Role of Tutorship for Laboratory Activities through the Semistructured Self-Evaluation Tests

BIASCI, Valeria;DOMENICI, Gaetano
2014

Abstract

This contribution highlights the role of affective processes in multimedia learning conducted by e-learning platform used in the General Psychology online laboratory activities, based on semistructured self-evaluation tests following the model proposed by Domenici (2005). These tests include items with a closed- and open-ended structure requiring the student to answer within space restrictions and, in some cases, within context simulations. This enables scorers to give generally univocal and objective scores thereby assuring high test validity and reliability.The focus is on the psychological aspects of the online tutor’s role and its effects on learning levels. Students who completed the online laboratory activities through the semistructured self-evaluation tests ( = 252) obtained an average score of 27.7 in the objective examination; students who did not complete the activities or who never even started them ( = 186) obtained an average score of 25.7.These differences are statistically significant (1,449 = 38.05; < 0.001). The advantages of online learning are highlighted: developing an active attitude towards learning, enabling the individualisation of learning, and strengthening motivation with regard to knowledge, self-assertiveness, and sociality.This motivational activation reinforces convergent and divergent cognitive skills, owing to the semistructured tests,which facilitate knowledge and study method acquisition.
Biasi V., & Domenici G. (2014). Motivational Processes in Online Learning: The Role of Tutorship for Laboratory Activities through the Semistructured Self-Evaluation Tests. EDUCATION RESEARCH INTERNATIONAL, 1-7.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11590/115609
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