Abstract:
Online learning is commonly accepted as a support tool for educators as well as a medium of delivery of any-time, any-where content of a wide range of study programs to a
widely dispersed learner community. Web-based learning environments are a relatively new medium of learning to Sri Lankan universities. Characteristics of learners of such
environments vary widely, from technology geniuses to technological novices, from high bandwidth access to slow Internet connections etc. There are predictions of a near future
boom of digital learning in Asian educational context, challenging the conventional face to face learning environments. Like any learning process, digital learning depends on effective communication of human knowledge, whether this occurs in a face-to-face classroom or across the Internet. The effectiveness of digital learning also depends on establishing two-way communication between facilitators and learners, and among
learners themselves. Within the state university settings, learners experience varied emotions and interest towards learning. Although both emotions and interest can increase learners’ likelihood to engage in traditional learning, little is known about the influence of emotions and interest in learning activities in a digital environment. Previous research have identified that emotions occur while individuals assess events in
their environment that are related to the needs, goals and well-being. Moreover, recent research on the emotional response to online learning has focused on the importance of
learners’ feelings in relation to the community of learning. Major objective of this research study is to introduce a new model of online learning with relevance to the emotional
response of the learning community. The study is based on Barry Kort’s Learning Spiral Model which is a four quadrant learning model in which emotions change while the learner moves through quadrants and up the spiral.
