Engagement, Excitement, Anxiety, and Fear: Learners' Experiences of Starting an Online Course

By Dianne Conrad. 2002

245 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/438fbc5dd47af9e6813b7f3ec0c24e587d3ff716

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In Education

In Social Psychology

In Sociology and Political Science

Citations in the corpus

Student perceptions of support services and the influence of targeted interventions on retention in distance education (2010, background): “Conrad ( 2002 ) also reported that students about to begin online distance education courses describe themselves as anxious or fearful, and suggests that students be given early access to course materials and online areas.”
Students’ Psychological Perceptions Toward Online Learning Engagement and Outcomes during the COVID-19 Pandemic: A Comparative Analysis of Students in Three Different Countries (2021, background): “Inconsistent with the findings of the previous study (Conrad, 2002), when students were anxious about online courses, they were willing to actively participate in online courses to diminish their anxiety.”
Learner Engagement in Blended Learning Environments: A Conceptual Framework (2019, background): “…has been found to correlate with important educational outcomes, including academic achievement, persistence, satisfaction, and sense of community (Conrad, 2010; Filak & Sheldon, 2008; Hughes, Luo, Kwok, Online Learning Journal – Volume 23 Issue 2 – June 2019 5 146 & Loyd, 2008; Kuh, Cruce,…”
From message posting to learning dialogues: Factors affecting learner participation in asynchronous discussion (2005, background): “In-progress corrections can be very difficult to make, and first impressions and interactions can set the tone for an entire course (Conrad, 2002).”
Improving online learning: Student perceptions of useful and challenging characteristics (2004, background): “Initial research exploring the potential of online learning has provided some overall insights (e.g., Cereijo et al., 1999; Conrad, 2002; Hartley & Bendixen, 2001; Hill, 2002).”
Instructor–Learner Interaction in Online Courses: The relative perceived importance of particular instructor actions on performance and satisfaction (2007, background): “Conrad (2002) found that online learners wanted a lot of course information upfront, preferably before the course even began.”
Adult learners’ emotions in online learning (2008, background): “…learning (Hara & Kling, 2003; Rovai & Wighting, 2005); how positive and negative emotions inhibit or enhance online learning (Allan & Lawless, 2003; Conrad, 2002; O’Regan, 2003); and how the sources, range, and impact of learners’ emotional experiences influence various manifestations of online…”