Effects of Blended Learning on the Emotional Behavior of BSED Values Education Major Students at Bestlink College of the Philippines
Vol.3, No.1C
Abstract
Given the increasing attention to the important relationship between learning and emotions, the present study will investigate students' emotional experiences attending blended learning. The evaluation of the emotional experience considers negative emotions. In particular, the emotions considered in the study are the primary emotions, more individually felt, such as pressure, stress and anxiety—blended learning as a mixture of instructor-led and student-centred activities assisted by technology.
The study utilized the descriptive method design for the investigation in collecting information about the effects of blended learning on the emotional behaviour of BSED values education students at Bestlink College of the Philippines.
Finding it difficult to seek out other people's opinions, Poor decision-making because of distress, and Enhanced student learning outcomes are the key factors affecting the student’s behavior in decision-making. The poor interaction between the student and teacher is the leading effect of emotional behavior because some students do not comprehend the situation well. As to internet connection and technological tools, students became stressed because of poor internet connection and inability to purchase technological devices due to lack of funds and the problem of upgrading their equipment, which are the leading problems encountered in blended learning.
The possible recommendations and suggestions to lessen the negative emotions that the students face in blended learning are improving themselves, strengthening themselves, motivating themselves and having a positive mindset. Positive emotions can activate attention, memory and reasoning, efficiently drive decision-making processes, and enhance creativity.
The lack of an appropriate level of closeness, trust and interdependence may result in negative emotional states, harming student motivation and inducing a sense of isolation, leading to higher drop-out rates among distance learners.
