Year: 2014
Type: article
Abstract: Various learning philosophies, such as humanistic, constructivist, and socio-cultural approaches, have accentuated the importance of emotion in learning. In this article, we reviewed these approaches and explored the affective dimensions of learning. We conducted focus group and individual interviews with a group of female students in the humanities enrolled in an academic facilitation programme employing a student-centred, experiential, and collaborative learning approach. Through a process of appreciative inquiry, we discovered which learning techniques, experiences, and educational climates encouraged learning. Students reported that a learning climate that elicits positive emotional experiences promoted increased personal involvement in learning, broadened thought processes and actions, and resulted in change and development on emotional, cognitive, and behavioural levels. These findings formed a basis for suggesting learning principles / criteria for a curriculum that has the promise to offer students constructive learning experiences towards deeper and more holistic learning. These principles include the importance of creating a safe learning environment, enhancing students’ autonomy and involvement in the learning process, and providing authentic and intrinsically valuable learning experiences.
Source: Social Psychology of Education
Authors: L. Naude, T. J. van den Bergh, I. S. Kruger
Institution: University of the Free State
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,290
OpenAlex ID: W1979183072