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and Kelleher T. (2009). Measuring Ecoshock and Affective Learning: A Comparison of Student Responses to Online and Face-to-Face Learning Ecologies. MERLOT Journal of Online Learning and Teaching , 469-473.
The researchers in the above study had the objectives of;…
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Ecoshock And Affective Learning ECOSHOCK AND AFFECTIVE LEARNING Question Jose D. and Kelleher T. (2009). Measuring Ecoshock andAffective Learning: A Comparison of Student Responses to Online and Face-to-Face Learning Ecologies. MERLOT Journal of Online Learning and Teaching , 469-473.
Question # 2
The journal in question had the following three hypotheses;
i. Students participating in an online learning ecology will report higher ecoshock than when they are participating in a familiar face-to-face (FTF) learning ecology.
ii. Students participating in a familiar (FTF) learning ecology will report higher affective learning than when they are participating in an online learning ecology.
iii. There is a negative relationship between ecoshock and affective learning.
The researchers in the above study had the objectives of; firstly, proving that cases of ecoshock are highly experienced by students who learn in online ecology compared to students who learn in a face-to-face ecology. Secondly, proving that affective learning is highly experienced by students who learn in a face-to-face ecology compared to students who learn in an online ecology. Thirdly, the researchers wanted to prove that there is no correlation between ecoshock and affective learning (Jose & Kelleher, 2009).
Question # 3
In the study, firstly, students subjected to the online learning ecology suffered more cases of ecoshock. Secondly, students subjected to face-to-face learning ecology enjoyed more affective learning scores. Thirdly, the study found out that, the ecoshock experienced by students learning through the online ecology had no correlation or had a negative correlation with affective learning. Through the study, it was discovered that students had ecoshock, because of their experiences with online learning ecology. However, the students experienced little ecoshock when they were subjected to face-to-face learning ecology. Moreover, the ecoshock experience came as a result of losing the familiar environment associated with a traditional face-to-face learning ecology (Jose & Kelleher, 2009).
Question # 4
In most circumstances, involving new environments, cultural and transitional shock are inevitable. I am an exchange student from U.S., studying in Indonesia and I believe there is a possibility that I will experience cultural and transitional shocks. My knowledge on cultural, transitional shock and ecoshock will assist me in getting rid of frustration, isolation, stress, challenges and paranoia, all associated with moving in a new and unfamiliar environment.
The first strategy that I will use to counter the above shocks is transitional experience. Through transitional experience, I will be able to turn my fears, stress, and paranoia into an adaptive mechanism, which will aid me in adapting to Indonesia’s culture and environment. The buildup of fear, stress and paranoia in me will be a wakeup call, giving the signal that I am supposed to engage myself in cultural learning, personal growth and self-development. The negative aspects that will come because of moving to a new environment will be countered by developing adaptive behavior. Secondly, since I anticipate ecoshock, I will apply the strategy of being open minded, participative, and increased awareness on my environment. The above will eliminate an ecoshock state associated with being; anxious, depressed, bored, fatigued, isolated or depressed (Jose & Kelleher, 2009).
I will approach a new friend with an open mind that has no preconceived notions of a different culture being strange or bizarre. Transitional shock will help me develop adaptive behavior that gives me the interest of getting acquaintance with a new situation. I understand that the only way of ridding stress or paranoia will be through making a new friend in Indonesia (Jose & Kelleher, 2009).

Reference
Jose D. and Kelleher T. (2009). Measuring Ecoshock and Affective Learning: A Comparison of Student Responses to Online and Face-to-Face Learning Ecologies. MERLOT Journal of Online Learning and Teaching , 469-473. Read More
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