Online learner’s ‘flow’ experience: an empirical study. Shin, N. British Journal of Educational Technology, 37(5):705–720, 2006. 00102doi abstract bibtex This study is concerned with online learners’‘flow’ experiences. On the basis of Csikszentmihalyi’s theory of flow, flow was conceptualised as a complex, multimentional, reflective construct composing of ‘enjoyment’, ‘telepresence’, ‘focused attention’, ‘engagement’ and ‘time distortion’ on the part of learners. A flow model was put forward with regard to virtual class environment in a traditional university context, comprised with flow antecedents, flow and flow consequences. Based on the model, a virtual-course flow measure was developed and administered to 525 undergraduate students engaged in virtual classes in order to examine the empirical relationships between measured flow antecedents, flow experiences and flow consequence-course satisfaction in this case. The analysis of the data showed that: (1) students’ perceptions of their level of ‘skill’ and ‘challenge’ specific to each course are critical to determining the level of flow, (2) flow is a significant predictor of course satisfaction and (3) other than flow, individual differences such as ‘gender’ and ‘having a clear goal’ can make a significant difference in the level of flow in a virtual course. These findings are discussed along with the implications for bringing up a computer-mediated environment more conducive to flow and learning. [ABSTRACT FROM AUTHOR] Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
@article{shin_online_2006,
title = {Online learner’s ‘flow’ experience: an empirical study},
volume = {37},
issn = {00071013},
shorttitle = {Online learner’s ‘flow’ experience},
doi = {10.1111/j.1467-8535.2006.00641.x},
abstract = {This study is concerned with online learners’‘flow’ experiences. On the basis of Csikszentmihalyi’s theory of flow, flow was conceptualised as a complex, multimentional, reflective construct composing of ‘enjoyment’, ‘telepresence’, ‘focused attention’, ‘engagement’ and ‘time distortion’ on the part of learners. A flow model was put forward with regard to virtual class environment in a traditional university context, comprised with flow antecedents, flow and flow consequences. Based on the model, a virtual-course flow measure was developed and administered to 525 undergraduate students engaged in virtual classes in order to examine the empirical relationships between measured flow antecedents, flow experiences and flow consequence-course satisfaction in this case. The analysis of the data showed that: (1) students’ perceptions of their level of ‘skill’ and ‘challenge’ specific to each course are critical to determining the level of flow, (2) flow is a significant predictor of course satisfaction and (3) other than flow, individual differences such as ‘gender’ and ‘having a clear goal’ can make a significant difference in the level of flow in a virtual course. These findings are discussed along with the implications for bringing up a computer-mediated environment more conducive to flow and learning. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
number = {5},
journal = {British Journal of Educational Technology},
author = {Shin, Namin},
year = {2006},
note = {00102},
keywords = {COMPUTERS, College Students, INDIVIDUAL differences, Internet in education, LEARNING, ONLINE courses, PERCEPTION, VIRTUAL reality},
pages = {705--720},
}
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