Data for: Learning dispositif and emotional attachment

Anonymised dataset of 150 online questionnaire (2017) and classroom survey (2018) responses to investigate the role of Emotional Attachment (EA) for online learning. The continuous and ordinal data covers learning background, DV (learning success) & various indicators (constituents) of the IV (Emotional Attachment). The data also includes some qualitative (open-ended) views about the relative importance of EA for learning.
Methodology and data
The research used mixed methods and sequential explanatory approach to investigate how learning dispositif (LD) influences emotional attachment (EA) and to identify the significant constituents of EA. The first research phase involved the development of the explanatory framework from the diverse strands of literature, as discussed. For the second phase, the research developed a survey instrument, geared around the learning framework and surveyed 150 international tertiary level students in Europe, Russia, Asia, the Middle East and China. Finally, for its third phase to enrich its insights into EA and learning the research conducted qualitative expert interviews.

To identify survey respondents, the research used pragmatic, convenience sampling, distributing the instrument either online or in hard copy version to accessible university cohorts. As far as we are aware, there exists no other quantitative studies on EA and learning, so it was not possible to conduct a meta-analysis to investigate effects size. The research generated three questions and associated hypotheses. The first question concerned the role of LD. The second involved the influence of EA on LS. The third queried the multi-faceted constituents of EA itself. Formally:
1. RQ1: Does LD influence LS? LD is insignificant (H-LD0) for LS vs. the alternative hypothesis that cohort LS varies (H-LD1)
2. RQ2: Does EAs significantly influence learning success? EA is insignificant for learning success (H-EA0) vs. the alternative that EA is significant (H-EA1)
3. RQ3: What are EA’s main constituents?
The draft framework underpinned the questions for an online survey of learners and instructors. Likert scales assessed student and instructor perceptions or attitudes to various aspects of EA and learning but the survey also included some open-ended questions. Subsequently, expert interviews and discussions validated and enriched the refined framework. After ethical review, the research piloted interviews with a couple of experienced UK instructors to fine-tune the instrument. Although much of the data was ordinal, it was analysed using non-parametric and parametric statistics.

本数据集为经匿名化处理的150份2017年在线问卷与2018年课堂调研反馈数据，旨在探究情感依恋（Emotional Attachment，EA）在在线学习中的作用。数据集涵盖连续型与有序型两类数据，内容包含学习背景、因变量（Dependent Variable，DV，即学习成功度）以及自变量（Independent Variable，IV，情感依恋）的各类观测指标（构成要素），同时收录了关于情感依恋对学习相对重要性的质性（开放式）反馈内容。

研究方法与数据说明
本研究采用混合研究方法与序列解释性研究设计，旨在探究学习装置（Learning Dispositif，LD）对情感依恋的影响路径，并识别情感依恋的核心构成要素。第一研究阶段：如前文所述，从多维度文献梳理中构建解释性研究框架。第二研究阶段：基于上述学习框架开发调研工具，面向欧洲、俄罗斯、亚洲、中东及中国的150名国际高等教育阶段学生开展调研。第三研究阶段：为深化对情感依恋与学习的认知，本研究开展了质性专家访谈。

调研对象选取采用实用主义便利抽样法，通过线上或纸质形式将调研工具发放至可接触的大学学生群体。据本团队所知，目前尚无关于情感依恋与学习的同类定量研究，因此无法开展元分析以检验效应量。本研究共提出三项研究问题及对应假设：
1. 研究问题1（RQ1）：学习装置是否会影响学习成功度？原假设（H-LD0）为学习装置对学习成功度无显著影响，备择假设（H-LD1）为不同群体的学习成功度存在差异。
2. 研究问题2（RQ2）：情感依恋是否会对学习成功度产生显著影响？原假设（H-EA0）为情感依恋对学习成功度无显著影响，备择假设（H-EA1）为情感依恋对学习成功度存在显著影响。
3. 研究问题3（RQ3）：情感依恋的核心构成要素是什么？

初步研究框架为面向学习者与授课教师的在线调研问题提供了支撑。调研采用李克特量表（Likert Scales）评估学生与授课教师对情感依恋及学习各维度的感知与态度，同时设置了部分开放式问题。后续通过专家访谈与研讨对优化后的研究框架进行了验证与补充。在通过伦理审查后，本研究邀请数位经验丰富的英国授课教师开展预访谈，以对调研工具进行微调。尽管多数数据为有序型数据，本研究仍同时采用非参数与参数统计方法开展数据分析。