Incorporating Emotionalized Learning Experiences into Blended Learning for Advancing Positive Education

This study advances the idea that an affective learning framework based on imparting emotionalized learning experiences (ELE) may foster affective learning to enrich university students’ blended learning—composed of (1) online learning and (2) offline personal and collaborative learning. The affective learning framework is developed to offer positive emotional experiences through the four dimensions of ELE—cognitive setting for learning, emotional setting for learning, social setting for learning, and teaching and learning resources forming the affective learning environment—incorporated into the two learning modes to enable learners to demonstrate enhanced learning capabilities and approach behaviors towards learning. The concepts presented in this study are drawn from previous scholarly work on ELE, positive psychology interventions, blended learning, online education, and established theoretical perspectives and therefore the framework has a wide scope and application for advancing positive education and positive psychology interventions. This contribution offers a new perspective by demonstrating how blended learning, the Broaden-and-Build theory, and the Emotional Response theory may work in tandem to foster affective learning based on Krathwohl’s affective outcomes. The pedagogical best practices embodied in the affective learning framework may enrich university education. In addition, this study suggests strategies for incorporating affective outcomes into the two learning modes for bolstering affective learning. Lastly, the implications for implementing the framework are discussed.