How to promote optimal individual and collaborative learning in remote and hybrid environments?: A focus on motivational and emotional factors

Abstract

Last year, the global pandemic forced us to rethink education by applying social distancing in education and workplace training. Fortunately, current technologies make it possible to organize teaching and learning online, synchronously as well as asynchronously. Literature indicates that online learning did not negatively impact cognitive learning outcomes (Gonzalez et al., 2020). Yet, several affective variables, including students’ well-being , optimal experience and engagement for learning, have been shown to significantly affect the learning experience of remote participants (Raes et al., 2020). Furthermore, the pressure to self -regulate is higher in online learning than in traditional learning (Cosnefroy, 2010), and such a pressure may lead to fatigue, stress and negative emotions that can have detrimental effects on motivation and performance. In this symposium, researchers will focus on the emotional and motivational dimensions within different forms of remote teaching and learning, and also will discuss how CSCL should be reconceptualized in the changing contex.