The study showed that students’ initial positive emotions arose from their understanding of their own learning needs. Their positive emotions toward the conjugated use of OER and a textbook fluctuated over the semester but were gradually enhanced through their involvement in classroom practices (e.g., knowledge building and teacher mediation). Through the process, students’ positive and negative emotions respectively facilitated and hampered their learning practices; however, negative emotions were not always detrimental—they also facilitated students’ learning.
http://www.irrodl.org/index.php/irrodl/article/view/4775/5336
