Implementing Affective Learning Outcomes Through a Meaning-centered Curriculum

Abstract

Meaning-centered education situates meaning at the center of teaching and learning (Kovbasyuk & Blessinger, 2013). By incorporating learning objectives from additional learning domains – namely the affective domain – meaning-centered learning should enhance students’ personal and professional identities, as they reinforce existing knowledge through the continuous conscious acquisition of knowledge across learning domains. For this study, instructors integrated the human resource development (HRD) constructs of Level 1 and Level 2 evaluations into an online doctoral strategic planning course to achieve three goals: (A) increase student engagement, (B) assess affective domain learning outcomes, and (C) practice innovative teaching to reinforce creative meaning-centered learning. Infusing an online curriculum with affective learning domain outcomes and weekly formative assessment activities allowed instructors to monitor and address affective attributes. Results suggest that the implementation of Level 1 and Level 2 evaluations as weekly formative assessments increased student engagement. Extended analysis promoted a deeper understanding of the roles that emotions and attitudes play in online learning. Affective learning outcomes were attained as these additional weekly exercises promoted meaning-centered collaboration with students while decreasing the power-related distance between learners and instructors.

Citation

Nix, V., Shelton, K. and Song, M. (2022), "Implementing Affective Learning Outcomes Through a Meaning-centered Curriculum", Sengupta, E. and Blessinger, P. (Ed.) ICT and Innovation in Teaching Learning Methods in Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 45), Emerald Publishing Limited, Leeds, pp. 65-88. https://doi.org/10.1108/S2055-364120220000045005