Emerging Evidence Regarding the Roles of Emotional, Behavioural, and Cognitive Aspects of Student Engagement in the Online Classroom

There is emerging evidence that suggests emotions as a discrete factor in academic online contexts that significantly contribute to student engagement and higher order learning (Cleveland-Innes & Campbell, 2012; You, 2012, You & Kang, 2014; Zembylas, 2008; Liaw, 2008). Pekrun (2000) and Pekrun, Goetz, Frenzel, Barchfeld, and Perry (2011) developed the control-value theory of achievement emotion that not only showed that emotions...