Abstract :
This study is concerned with online learners’ ‘flow’ experiences. On the basis
of Csikszentmihalyi’s theory of flow, flow was conceptualised as a complex,
multimentional, reflective construct composing of ‘enjoyment’, ‘telepresence’,
‘focused attention’, ‘engagement’ and ‘time distortion’ on the part of learners.
A flow model was put forward with regard to virtual class environment in a
traditional university context, comprised with flow antecedents, flow and
flow consequences. Based on the model, a virtual-course flow measure was
developed and administered to 525 undergraduate students engaged in virtual
classes in order to examine the empirical relationships between measured flow
antecedents, flow experiences and flow consequence-course satisfaction in this
case. The analysis of the data showed that: (1) students’ perceptions of their
level of ‘skill’ and ‘challenge’ specific to each course are critical to determining
the level of flow, (2) flow is a significant predictor of course satisfaction and (3)
other than flow, individual differences such as ‘gender’ and ‘having a clear
goal’ can make a significant difference in the level of flow in a virtual course.
These findings are discussed along with the implications for bringing up a
computer-mediated environment more conducive to flow and learning.
