Comparing optimal experience in a synchronous ...
Document type :
Autre communication scientifique (congrès sans actes - poster - séminaire...): Communication dans un congrès avec actes
Title :
Comparing optimal experience in a synchronous hybrid learning environment: the effect of delivery mode and interpersonal characteristics
Author(s) :
Buseyne, Siem [Auteur]
Catholic University of Leuven = Katholieke Universiteit Leuven [KU Leuven]
Trigone-CIREL
Heutte, Jean [Auteur]
Trigone-CIREL
Danquigny, Thierry [Auteur]
Depaepe, Fien [Auteur]
Catholic University of Leuven = Katholieke Universiteit Leuven [KU Leuven]
Raes, Annelies [Auteur]
Centre Interuniversitaire de Recherche en Education de Lille - ULR 4354 [CIREL]
Catholic University of Leuven = Katholieke Universiteit Leuven [KU Leuven]
Catholic University of Leuven = Katholieke Universiteit Leuven [KU Leuven]
Trigone-CIREL
Heutte, Jean [Auteur]

Trigone-CIREL
Danquigny, Thierry [Auteur]
Depaepe, Fien [Auteur]
Catholic University of Leuven = Katholieke Universiteit Leuven [KU Leuven]
Raes, Annelies [Auteur]
Centre Interuniversitaire de Recherche en Education de Lille - ULR 4354 [CIREL]
Catholic University of Leuven = Katholieke Universiteit Leuven [KU Leuven]
Conference title :
10th European Conference on Positive Psychology (ECPP 2022)
City :
Reykiavik
Country :
Islande
Start date of the conference :
2022-06-29
English keyword(s) :
Flow
Optimal experience
Technology-enhanced learning
Optimal experience
Technology-enhanced learning
HAL domain(s) :
Sciences de l'Homme et Société/Psychologie
Sciences de l'Homme et Société/Education
Informatique [cs]/Environnements Informatiques pour l'Apprentissage Humain
Sciences de l'Homme et Société/Education
Informatique [cs]/Environnements Informatiques pour l'Apprentissage Humain
English abstract : [en]
Background: The last two years education and training have been forced to experiment with remote and hybrid education models. As hybrid education is becoming more common, it is crucial to better understand how students ...
Show more >Background: The last two years education and training have been forced to experiment with remote and hybrid education models. As hybrid education is becoming more common, it is crucial to better understand how students experience this new setting. One specific theoretical approach to capture optimal experience is the Flow theory, in particular the Eduflow model designed to study autotelic experience in education (Heutte et al., 2016; Heutte et al., 2021).Aims: In the current study, the EduFlow model was used in the context of Flemish higher education to compare students’ on-campus (N = 56) versus remote (N = 48) learning experiences and to what extent this relates to other measures of optimal experience and students' interpersonal characteristics (e.g., extraversion).Method: The internal validity of each dimension postulated in the EduFlow model was controlled for using McDonald’s Omega coefficient. Multiple multivariate regression was used to search for significant predictors for students’ optimal learning experience. Next, qualitative data was collected to triangulate the quantitative results.Results & Conclusion: The analysis revealed satisfying results for the reliability of the sub-dimensions. Next, significant relationships were found with (a) the learning setting; (b) intrinsic motivation as conceptualized by the Self-Determination Theory (Deci & Ryan, 2002); and (c) students’ interpersonal characteristics. Regarding autotelic experience, the highest scores were found for students learning on-campus during synchronous hybrid education, however the remote setting is perceived as a good alternative learning setting, especially for more introvert students. Students’ choice for remote vs. on-campus is significantly related to students’ personality.Show less >
Show more >Background: The last two years education and training have been forced to experiment with remote and hybrid education models. As hybrid education is becoming more common, it is crucial to better understand how students experience this new setting. One specific theoretical approach to capture optimal experience is the Flow theory, in particular the Eduflow model designed to study autotelic experience in education (Heutte et al., 2016; Heutte et al., 2021).Aims: In the current study, the EduFlow model was used in the context of Flemish higher education to compare students’ on-campus (N = 56) versus remote (N = 48) learning experiences and to what extent this relates to other measures of optimal experience and students' interpersonal characteristics (e.g., extraversion).Method: The internal validity of each dimension postulated in the EduFlow model was controlled for using McDonald’s Omega coefficient. Multiple multivariate regression was used to search for significant predictors for students’ optimal learning experience. Next, qualitative data was collected to triangulate the quantitative results.Results & Conclusion: The analysis revealed satisfying results for the reliability of the sub-dimensions. Next, significant relationships were found with (a) the learning setting; (b) intrinsic motivation as conceptualized by the Self-Determination Theory (Deci & Ryan, 2002); and (c) students’ interpersonal characteristics. Regarding autotelic experience, the highest scores were found for students learning on-campus during synchronous hybrid education, however the remote setting is perceived as a good alternative learning setting, especially for more introvert students. Students’ choice for remote vs. on-campus is significantly related to students’ personality.Show less >
Language :
Anglais
Peer reviewed article :
Oui
Audience :
Internationale
Popular science :
Non
Source :