Learners’ Representation of their Affective Domain through Figurative Language in a Web‐Based Learning Environment

Abstract

This study investigated how the participants of an online learning course employed figurative language to express their emotions and feelings during the learning experience. Textual analysis was carried out in the social and metacognitive discussion areas as those related to the expression of the social dimension. Its aim was to analyze the distribution of figurative language across the course, to understand if figurative language elicited the creation of new figurative language, and to classify recurring types of conceptual categories. Results show that figurative language use increased in coincidence with crucial, social events; it did not necessarily encourage the production of further figurative language; and it allowed participants to represent their affective domain and to conceptualize the learning environment in an original manner.

Acknowledgements

This study was conducted within the educational technology course for SSIS Liguria, according to a contract between SSIS and ITD‐CNR. The study also benefited from funds for the following research projects: “New ICT for Lifelong Learning and Networking in the Italian Socioeconomic System.” Thanks are due to Donatella Persico and Luigi Sarti (co‐designers and tutors of the course).