Emotionally involving and motivating

A growing number of researchers, especially educational psychologists, have argued that emotion is intertwined with cognition, motivation and learning and should therefore be studied more systematically in classroom contexts (e.g.

Soini 1999; Meyer & Turner 2002; Op’t Eynde, De Corte, & Verschaffel 2001; Liimatta & Karppinen 2003).

Pupils’ interest in the media and as a result, their emotional involvement in the studying and learning process, was evident in the positive stories. It was mentioned in 28 positive stories and in only 8 negative stories. In the stories, pupils are watching the clips “with interest”, and they are more “attentive”, “focused”, “motivated”, “involved”,

“excited”, “enthusiastic”, even “elated” and “fascinated”. In some of the stories, pupils’ enthusiasm is associated with being able to work with media that is associated with fun and outside school activities. Pupils’ positive emotional involvement is, of course, beneficial for the learning process, but doesn’t in itself lead to better learning outcomes. For these, different activating learning tasks, other learning resources and the guidance of the teacher are needed.

The effect of pupils’ emotions on their learning outcomes is highly subjective. Facing difficulties at an early stage of a problem-solving task may result in hopelessness in one student, whereas another student may feel only a bit annoyed

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hindrance for learning. In this data, the negative feelings of the pupils (disinterestedness, boredom, restlessness) were described as a starting point in the positive stories and as a result in the negative stories. Negative emotions in this data thus served as a starting point for a positive process (see also Liimatta & Karppinen 2003). However, to find out more about the dynamic and highly individual role of emotions in the learning process, in-depth study into the function of emotions is needed.

5 Conclusions

Understanding the teacher’s perspective is crucial for understanding actual classroom practices, for example why teachers are either willing or reluctant to use online video clips. The research results clearly shed light on the teacher’s perspective on the use of online video clips in TSL processes. According to teachers’ conceptions online video clips can be used to promote the six characteristics of meaningful learning chosen for this study, that is, pupils’ active role and emotional involvement as well as the constructiveness and individuality, collaborativeness and conversationality, contextuality and guidance of the TSL process.

The unsuccessful stories, on the other hand, are unanimous in their message; using online video clips can be a technically risky business. In most of the stories, the failure in using online video clips was attributed either to technical issues or unsuitable clip content. This may result from a self-protective attribution bias on the part of teachers. Behind this self-protectiveness may be teachers’ concerns and fears, as well as feelings of inadequacy in the educational use of information and communication technology (Rajala 2004). This presents a real challenge; we need to support teachers by providing them with pedagogical models based on research, as well as encouraging actual cases of successful uses of online video clips. In addition, both pre- and in-service training and adequate support services in the use of educational technology are needed, not to mention the need to develop a more reliable technical infrastructure and easily accessible, high quality digital and online learning materials.

This research process has further encouraged the study of the actual TSL processes resorting to digital or online video clips and to a specific pedagogical model. Models that would seem to be especially suitable for using video clips to support meaningful learning include for example case-based learning and problem-based learning. The TSL processes should be studied both from the teachers’ and the pupils’ perspective, and most importantly, with regard to the actual learning outcomes.

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