Exploring Students' Learning Experiences Under the China-Korea Cooperative Teaching Model: A Positive Psychology...

Area of Science:

• Educational Psychology
• Positive Psychology
• Animation Education

Background:

• Cooperative teaching models are increasingly used in higher education.
• Understanding student learning experiences is crucial for educational improvement.
• The PERMA model provides a framework for well-being and learning.

Purpose of the Study:

• To interpret the learning experiences of animation students in a China-Korea cooperative program.
• To apply positive psychology principles, specifically the PERMA model, to analyze these experiences.
• To explore the interplay between students' emotions, engagement, relationships, meaning, accomplishment, and motivation.

Main Methods:

• Qualitative research design utilizing purposive sampling.
• Semi-structured interviews conducted with 25 animation students and 3 teachers.
• Thematic analysis applied to interview data to identify key themes and patterns.

Main Results:

• Student learning experiences are intrinsically linked with both positive and negative emotions.
• Emotions demonstrate a strong correlation with engagement, relationships, meaning, and accomplishment.
• A reciprocal relationship exists between learning motivation and learning experiences.

Conclusions:

• Emotions, engagement, relationships, meaning, and accomplishment collectively shape student learning experiences.
• Positive aspects of learning experiences can enhance motivation and lead to better academic outcomes.
• The study highlights the importance of a positive psychological approach in cooperative educational settings for animation majors.