Emotion and the Internet: A Model of Learning

This conceptual paper examines the link between emotion and surface-deep learning in the context of the international business curriculum. We propose that 1) emotion and learning have a curvilinear relationship, and 2) the reflective abilities and attitude transformations related to deep-level learning can only arise if the student is emotionally engaged; otherwise, the student will only learn superficially or at the surface-level. We extend the model to take into account the effect of the Internet and related computing technologies. If the student is amenable to the use of the Internet as a learning tool, we argue that it can facilitate deep learning; however, the Internet can create feelings (e.g., isolation, depression, or false confidence) that are counterproductive to in-depth learning. As the business world becomes increasingly complex and diverse, university business school programs will need to develop the critical thinking skills and empathy reflected in deep learning that students need to thrive in this environment. Recognizing the impact that emotion has on learning may bridge the gap between surface and deep learning. (Contains 3 figures.) [Partial funding for the research presented in this document was provided by the Jennings A. Jones College of Business Summer Research Grant program.]