Comparing optimal experience in a synchronous hybrid learning environment: the effect of delivery mode and interpersonal characteristics
International audience 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 appr...
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ftccsdartic:oai:HAL:hal-03586450v1 2024-02-27T08:42:02+00:00 Comparing optimal experience in a synchronous hybrid learning environment: the effect of delivery mode and interpersonal characteristics Buseyne, Siem Heutte, Jean Danquigny, Thierry Depaepe, Fien Raes, Annelies Trigone-CIREL Centre Interuniversitaire de Recherche en Education de Lille - ULR 4354 (CIREL) Université de Lille-Université de Lille ITEC, imec research group at KU Leuven, Imec, Leuven, Belgium Université de Lille Reykiavik, Iceland 2022-06-29 https://hal.science/hal-03586450 en eng HAL CCSD hal-03586450 https://hal.science/hal-03586450 10th European Conference on Positive Psychology (ECPP 2022) https://hal.science/hal-03586450 10th European Conference on Positive Psychology (ECPP 2022), Jun 2022, Reykiavik, Iceland Flow Optimal experience Technology-enhanced learning [SHS.PSY]Humanities and Social Sciences/Psychology [SHS.EDU]Humanities and Social Sciences/Education [INFO.EIAH]Computer Science [cs]/Technology for Human Learning info:eu-repo/semantics/conferenceObject Conference papers 2022 ftccsdartic 2024-01-28T01:28:38Z International audience 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. Conference Object Iceland Archive ouverte HAL (Hyper Article en Ligne, CCSD - Centre pour la Communication Scientifique Directe) |
institution |
Open Polar |
collection |
Archive ouverte HAL (Hyper Article en Ligne, CCSD - Centre pour la Communication Scientifique Directe) |
op_collection_id |
ftccsdartic |
language |
English |
topic |
Flow Optimal experience Technology-enhanced learning [SHS.PSY]Humanities and Social Sciences/Psychology [SHS.EDU]Humanities and Social Sciences/Education [INFO.EIAH]Computer Science [cs]/Technology for Human Learning |
spellingShingle |
Flow Optimal experience Technology-enhanced learning [SHS.PSY]Humanities and Social Sciences/Psychology [SHS.EDU]Humanities and Social Sciences/Education [INFO.EIAH]Computer Science [cs]/Technology for Human Learning Buseyne, Siem Heutte, Jean Danquigny, Thierry Depaepe, Fien Raes, Annelies Comparing optimal experience in a synchronous hybrid learning environment: the effect of delivery mode and interpersonal characteristics |
topic_facet |
Flow Optimal experience Technology-enhanced learning [SHS.PSY]Humanities and Social Sciences/Psychology [SHS.EDU]Humanities and Social Sciences/Education [INFO.EIAH]Computer Science [cs]/Technology for Human Learning |
description |
International audience 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. |
author2 |
Trigone-CIREL Centre Interuniversitaire de Recherche en Education de Lille - ULR 4354 (CIREL) Université de Lille-Université de Lille ITEC, imec research group at KU Leuven, Imec, Leuven, Belgium Université de Lille |
format |
Conference Object |
author |
Buseyne, Siem Heutte, Jean Danquigny, Thierry Depaepe, Fien Raes, Annelies |
author_facet |
Buseyne, Siem Heutte, Jean Danquigny, Thierry Depaepe, Fien Raes, Annelies |
author_sort |
Buseyne, Siem |
title |
Comparing optimal experience in a synchronous hybrid learning environment: the effect of delivery mode and interpersonal characteristics |
title_short |
Comparing optimal experience in a synchronous hybrid learning environment: the effect of delivery mode and interpersonal characteristics |
title_full |
Comparing optimal experience in a synchronous hybrid learning environment: the effect of delivery mode and interpersonal characteristics |
title_fullStr |
Comparing optimal experience in a synchronous hybrid learning environment: the effect of delivery mode and interpersonal characteristics |
title_full_unstemmed |
Comparing optimal experience in a synchronous hybrid learning environment: the effect of delivery mode and interpersonal characteristics |
title_sort |
comparing optimal experience in a synchronous hybrid learning environment: the effect of delivery mode and interpersonal characteristics |
publisher |
HAL CCSD |
publishDate |
2022 |
url |
https://hal.science/hal-03586450 |
op_coverage |
Reykiavik, Iceland |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
10th European Conference on Positive Psychology (ECPP 2022) https://hal.science/hal-03586450 10th European Conference on Positive Psychology (ECPP 2022), Jun 2022, Reykiavik, Iceland |
op_relation |
hal-03586450 https://hal.science/hal-03586450 |
_version_ |
1792049418750394368 |