Psychological Aspects of E-learning Sándor Suplicz

cognitive humanistic positive behavioural Psychological aspects many others

The behavioural approach We have hoped for the result of learning, as a change of behavior, as a result of the methods of learning theories, and the repeated effects from the immediate surroundings and syllabus. In an artificial environment, with extorted answers (Thorndike, Pavlov, Watson, Tolman, Skinner)

In the 1970s, at Bánki College we used teaching machines developed on this theoretical basis. These experiments did not bring considerable results Since the 1980s: computer systems Last decade: intelligent electronic sylabus

Behavioural approach is a simple but good method of acquiring and checking knowledge materials. Summary

The theory which considers the internal mental processes, the laws of consideration and processing of information. The cognitive approach It is a possible method of development of the engineering /teaching thinking. It is an especially appropriate approach for the already graduate individuals (see: distance learning in our practice). (Koffka, Köhler, Lewin, Piaget, Bruner, G. Kelly)

It sets out from the total acceptance of the person; this is why it is especially suitable in the first phase of the teacher-training education Humanistic approach (Maslow, Rogers, Angyal) It is only when we get rid of our fears that we are able to choose an independent way

We have few contact hours at disposal to provide emotional support (Pygmalion effect) The positive psychological approach It is oriented towards future and values. The network syllabus provides littlehuman/emotive basis. (V. Frankl, M. Csíkszentmihályi )

According to professor Zsók, apart from teaching, a tutor is a representative of both existential truths and values.

We performed a research in order to relate the very smattering Hungarian experience A distance learnig group reached a remarkably good result. We were looking for the reasons. In learning methods and emotional disposition.

We did not find remarkable differences in learning style !

The metaphors developed after summarizing the results give a splendid picture of the emotional attitude of the students. LearningMy goalsProblem solving Distance learning gardeningpilgrimagehurdle race Correspon- dence course reach the land Don Quijoteorienteering Regular daily course savingsailingorienteering in the dark

To sum up, it can be stated that there was a significant difference between the three groups’ emotionally defined fighting strategies. Distant students (4.2) the best school achievements associate learning with positive attributes and ideas. Their prospects of future are attractive, their goals are well defined.

Correspondence students (3.3) are ready to fight (to learn) but their idea of future is risky and dangerous. Their goals are of short-term, changeable and hard to define.

Regular, daily students(3,2) their idea of future is a bank deposit sailing in good wind jumping in the darkness

Virtual Electronic Learning for Vocational Initial Teacher Training Cognitive & EMOTIONAL activities of VLE Thinking CommunicationKnowledge acquiring Learning FLOW individual in group in pair OBSERVE & FOLLOW TUTOR/TEACHER EMOTIONS + VALUES

Virtual Electronic Learning for Vocational Initial Teacher Traning Summary Basic considerations in virtual learning: MOTIVATION INTRINSIC ~ 80% STRUCTURE SEQUENCE REINFORCEMENT DISCOVERY INDEPENDENCE +MODELL OBSERVE/FOLLOW : 20%

What shall we do? With all due respect and not neglecting the elaborate and intelligent syllabus of the behaviorists and cognitive psychologists, we can state that the possibility of stepping further and the additional energy hides in emotive identification, flow, especially in teacher training areas. higher goals, and values,

We all know that the holistic approach (emotional and cognitive together) has made a breakthrough in healing, psychology, and other areas of life, but it is still not present in general thinking.

... nature and art together can prove to be stronger… /Goethe /