SANTO, Letizia Dal; PENA JIMENEZ, Marco; CANZAN, Federica; SAIANI, Luisa; BATTISTELLI, Adalgisa

doi:10.1016/j.nedt.2022.105268

Laboratoire de psychologie:Santé et qualité de vie

CANZAN, Federica

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Article de revue

Ce document a été publié dans

Nurse Education Today. 2022-03-01, vol. 110, p. 105268

Résumé en anglais

Emotions are a core component of the learning process, which impact not only academic performance, but also the way we perceive our training, including the full remote training. The present study aims to investigate the mediating role played by positive and negative emotions in the relationship between the cognitive and the social presence of the e-learning environment and satisfaction with e-learning. Based on the Community of Inquiry (CoI) framework and on a cross-sectional study, our theoretical model was assessed (by using structural equation modelling) in a sample of 353 undergraduate nursing students at an Italian university. The results showed that the students’ e-learning experience is related to both positive and negative emotions in different ways, which in turn impacts the satisfaction with e-learning. Thus, findings highlight the interplay between e-learning perceptions, affective correlates and satisfaction with remote training. Theoretical and practical implications related to the development of educational interventions are further discussed.< Réduire

Mots clés en anglais

E-learning environment

emotions

satisfaction with E-learning

Community of Inquiry (CoI)

URI

https://oskar-bordeaux.fr/handle/20.500.12278/136642

DOI

http://dx.doi.org/10.1016/j.nedt.2022.105268

Unités de recherche

Laboratoire de psychologie (LabPsy) - UR 4139

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The emotional side of the e-learning among nursing students: The role of the affective correlates on e-learning satisfaction

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Résumé en anglais

Mots clés en anglais

URI

DOI

Unités de recherche