Affective Learning in the Context of Remote Experimentation

Abstract

We analyzed the remote experiment’s position on “affective learning” and found that it significantly influenced students’ attitudes toward the applications. It emphasizes autonomy in learning and the coagulation aspects of ad hoc learning groups based on cognitive criteria, avoiding the artificial criteria (beautiful, ugly, sympathetic, unfriendly) typical of group formation in the physical environment. A detailed analysis of the students’ emotional responses, according to Wlodkowski’s classification, is made. The paper points out that the affective effect of the R.E. is treated as a secondary element in curricula, all assessments being oriented towards “cognitive learning” because the affective components involved are part of the “internal state” of the student. Based on Dave’s (1979) psychomotor taxonomy, the importance of R.E. in blended learning has been presented, where the cognitive content of learning remains unchanged, and the affective effect of the R.E. adds to teaching the techniques and the social dimensions.