Achievement emotions of university students in on-campus and online education during the COVID-19 pandemic

  • Esmaeil Ghaderi Payame Noor University, Iran
  • Ali Khoshnood Payame Noor University, Iran
  • Neda Fekri Islamic Azad University, Iran
DOI: https://doi.org/10.18543/tjhe.2346
Keywords: COVID-19, emotions, online classes, face-to-face classes, university students

Abstract

Feelings and emotions play a prominent role in the motivation and academic performance of students. Considering this importance, this study aimed to compare the achievement emotions of students in two educational environments, traditional face-to-face classes and online classes, grown after the outbreak of the COVID-19 pandemic. To achieve this goal, 92 university students who had the experience of the two modes of education evaluated their emotions in these contexts. The findings indicated that university students had better class-related and learning-related feelings (enjoyment, hope, and pride) in traditional face-to-face education. These students also reported feeling angrier in online classes. Differences in other emotions, such as anxiety, hopelessness, boredom, and shame, were not significant. Test-related emotions of students were rather similar in these two educational contexts. Although traditional face-to-face education produced more positive emotions in students, 29.7% of the students preferred to continue their studies in online mode. Blended education can help students make optimum use of available resources. The findings can be of use to educational policymakers, curriculum planners, teachers, and students.

Received: 31 January 2022
Accepted: 19 October 2022

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Author Biographies

Esmaeil Ghaderi, Payame Noor University, Iran

Assistant professor of English Language Teaching at Payame Noor University, Iran. He has received his Ph. D. in English Language Teaching. He has published articles in scientific international journals and also in national journals in Iran. He has also presented papers on different issues in teaching English in national and international conferences. He has taught English to Iranian students for about 18 years. He is presently teaching B. A. and M. A. courses, including language teaching methodology, English for specific purposes, and theories of translation. He is also supervising and advising theses in applied linguistics. His areas of interest include second language writing, EFL textbooks, teacher education, flipped classrooms, and individual differences of learners. He has also reviewed some manuscripts for refereed journals.

Ali Khoshnood, Payame Noor University, Iran

Was born in 1980 in Southern part of Iran. He has obtained his B.A. in English Language and Literature, from Islamic Azad University of Larestan, Iran. During his B.A. studies, he has done a comparative research paper on John Milton’s major epics and Holy Quran and this project was awarded as the best project of the year 2002. He has earned his M.A. degree in English from Bangalore University, India, 2005 and a year later, he attended an intensive course on commercial correspondences at the Faculty of Economics, Tehran University. In 2008, he enrolled in UPM to pursue his doctorate program in the same field and graduated in 2012. He has been teaching at several Iranian universities since 2009 and now is a full time faculty member and head of English department of Payame Noor University of Bandar Abbas since 2013. He has published nine articles in peer-reviewed and indexed journals such as Springer Nature and Gema Online and also presented a few articles in conferences. During his academic tenure he has taught M.A. courses in ELT and English literature and supervised 11 M.A. students so far. He also reviewed some articles for refereed journals.

Neda Fekri, Islamic Azad University, Iran

Assistant professor in Department of English language, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran. She has conducted different studies in the area of English Language Teaching. Her earlier studies were specifically on cooperative/ competitive learning strategies, autonomy, peer/ teacher feedback, textbook evaluation. She has over 19 years of teaching experience at the university teaching courses from Bachelor to Ph.D. She has so far supervised many graduate theses at the same university on ELT.

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Published
2022-11-29
How to Cite
Ghaderi, Esmaeil, Ali Khoshnood, and Neda Fekri. 2022. “Achievement Emotions of University Students in on-Campus and Online Education During the COVID-19 Pandemic”. Tuning Journal for Higher Education 10 (1), 319-36. https://doi.org/10.18543/tjhe.2346.
Issue
Vol. 10 No. 1 (2022): Perspectives, stakeholders, and competences
Section
Special Section

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