Online learning has become widely accepted and is considered as an important approach that can overcome the limitations of on-campus learning, especially in higher education. The acceptance of learning technologies generally depends on technology related beliefs and the perceived ease of use. It can be assumed that students' emotional experiences, among other factors, have an impact on their use of learning technology. Although research on emotions in technology-supported learning environments has increased in recent years, the question how students experience online learning environments emotionally, and how these emotions are intervened with technology acceptance has not yet been answered in more detail. Up to now, only a limited number of studies has focused on emotions and technology acceptance of university students, especially in teacher education. Therefore, the purpose of this study is to analyze students' technology acceptance and achievement emotions after participating in an online course (in comparison to an on-campus course) in teacher education. Survey data from 182 students (88 of them participated in an on-campus course, 94 students attended an online course) revealed a higher level of positive emotions than of negative emotions, regardless of the learning environment. Students who attended the online course reported a higher level of boredom, anxiety, and anger, but less enjoyment. Furthermore, the results show that online students reported significantly higher levels of achievement task value and technological control. Technological value correlated significantly with enjoyment. In contrast to the theoretical assumptions, no systematic differences were found between the two learning environments for the achievement emotions hope, shame, hopelessness, and anxiety. Regardless of the learning environment, enjoyment was essential for the value that students attach to both, learning content and technology. The online and the on-campus group differed in terms of domain specific achievement outcome. However, these differences cannot be explained by the covariates, the two control and value scales, the technology related beliefs, and age. Main results of the study regarding the control-value theory and implications for online learning environments, as well as limitations of the study are presented and discussed.

Given that video conferencing serves as a crucial means for remote teaching, the current study investigated higher education students’ (non)use of webcams and engagement in synchronous online courses. Three phases were studied: (1) A state of engagement; (2) antecedents that influence it; and (3) consequences of engagement. The cross-sectional online survey encompassed 3,610 students. Results indicated that visual and verbal engagement were only slightly related to each other. Structural equation modelling revealed different direct and indirect influences on either visual or verbal engagement in synchronous online higher education courses. Due to the novelty of the research scope, results of this study provide a foundation for further investigation.

In einer interdisziplinären Arbeitsgruppe aus Fachdidaktiker/innen, Pädagog/innen und Psycholog/innen wird an der Pädagogischen Hochschule Ludwigsburg seit einigen Jahren der Einfluss emotionaler Faktoren auf schulische Lernprozesse untersucht. Emotionen gelten als ein bedeutsamer Faktor der Qualität von Lehr- und Lernprozessen. Die Erfassung von Emotionen bei Schüler/innen erweist sich dabei aber als recht schwierig. Im Zentrum unserer Untersuchungen standen zunächst Fragebögen zum Allgemeinen Wohlbefinden, zur Schulzufriedenheit und zum konkreten emotionalen Erleben in einzelnen Unterrichtsstunden. Auch Interviews mit einzelnen Schüler/innen über ihre emotionale Befindlichkeit beim Lernen wurden durchgeführt.

In this paper, mixed methods research is presented and discussed in the context of research on reflective writing for the professional development of pre-service teachers. First, we present prominent theoretical frameworks to analyze reflective writings. Second, we review relevant methodological approaches of research on reflective writings in teacher education, such as qualitative, quantitative and mixed methods. Third, we present a study from our research lab combining qualitative content analysis and linguistic analyses as an example for a concurrent mixed method approach. The results of the qualitative content analysis indicated that 198 reflective writings of pre-service teachers were primarily descriptive and on a low level. Computational linguistic analyses revealed that affective and cognitive terminology utilization in reflective writing differed significantly across the different levels of reflection, with a higher frequency of such terms correlating with deeper levels of reflection. Thus, essential challenges and opportunities of implementing such a mixed method study to analyze reflective writings are illustrated and discussed. Finally, we conclude the paper by discussing on how mixed methods approaches might be further advanced in the field of reflective writing research in teacher education.

(1) Background: Teaching in today’s schools asks teachers to foster self-regulated learning and digital competences in children and young people. In order to do so, teachers first need to acquire and use these competences themselves. (2) Methods: Based on a mixed-methods approach, the study investigates self-regulated learning in online courses of N = 129 preservice teachers at a German university. (3) Results and conclusions: Perceiving their digital readiness as generally high, preservice teachers appear to not overly self-regulate their learning in the online environment. Finally, preservice teachers’ digital readiness was related only weakly to their online self-regulated learning. A discussion is offered which shows teacher education as a broader phenomenon and implies the need for professional development for teacher educators. Additionally, it is argued to link research on self-regulated learning more closely to research on online learning environments in teacher education.

Due to their connections with positive educational outcomes, the maintenance of good health and scholastic well-being are highly relevant topics. However, to date, no studies have investigated developmental changes in scholastic well-being in the light of achievement emotions and instructional quality—although these predictors offer good approaches for intervention. A sample ofN = 667 (age:M = 10.16;SD = 0.46; 81.7% female) students was questioned three times over one year, from the beginning of their fifth grade into sixth grade, using reliable questionnaires. The results of multilevel linear growth curve modelling calculations show that a decrease in scholastic well-being during the fifth grade was induced by changes in the predictors (achievement emotions and instructional quality). Since the highest effects are evident regarding achievement emotions, support programs should focus on facilitating these aspects in secondary school children.