Experiences of instructors in online learning environments: Identifying and regulating emotions

Regan, Kelley; Evmenova, Anna S.; Baker, Pam; Jerome, Marci Kinas; Spencer, Vicky G.; Lawson, Holly; Werner, Terry

doi:10.1016/j.iheduc.2011.12.001

Cited by 83 publications

(78 citation statements)

References 17 publications

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“…Additionally, online instruction emerged as another dimension that evoked more negative than positive emotions in faculty (R. L. Hogan & McKnight, 2007) who have additionally been found to report feeling anxious, apprehensive, and helpless as well as inadequate, insecure, restricted, and overwhelmed with respect to online teaching (Regan et al, 2012; e.g., findings of burnout in online instruction from R. L. Hogan & McKnight, 2007). Research has also shown connections between teaching methods and emotions, with university teachers who adopt learner-focused approaches tending to report positive emotions towards teaching, with those endorsing content-focused approaches being more likely to report neutral or negative emotions (Postareff & Lindblom-Ylänne, 2011).…”

Section: Teaching-and Research-related Factorsmentioning

confidence: 99%

Examining the Factors Impacting Academics’ Psychological Well-Being: A Review of Research

Salimzadeh¹,

Saroyan²,

Hall³

2017

IER

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Existing research suggests that academics are subjected to high levels of job-related stress. Numerous aspects of an academic career such as time constraint, work overload, work-life conflict, and emotional demands are stressful and trigger negative emotional responses. There is further evidence to suggest that job-related stress compromises physical and psychological well-being, and impairs productivity among academics. The purpose of the present paper was to review the empirical research on how work-related stress and experiences impact academics' psychological well-being. Accordingly, a thorough review of the literature was conducted and 46 studies attending to aspects of psychological well-being were identified and analyzed. The literature was found to be fragmented. The review concludes that job-related stress and specific types of experiences adversely impact academics' psychological well-being by making them vulnerable to psychological distress, negative emotions, depression, and burnout. Implications for improving psychological well-being among academics are addressed and directions for future research are proposed.

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Section: Teaching-and Research-related Factorsmentioning

confidence: 99%

Examining the Factors Impacting Academics’ Psychological Well-Being: A Review of Research

Salimzadeh¹,

Saroyan²,

Hall³

2017

IER

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“…To this end, Daniels and Stupnisky (2012) argued that the introduction of new course delivery options in emotions research has made it 'more important than ever to consider the source of the emotion in addition to the emotion itself', asserting that students are likely to 'experience emotions in response to the technology itself' (p. 225). Accordingly, Regan et al (2012) suggested that the factors affecting the emotional tone of technology-enriched learning environments are different from those that influence emotions in traditional, on-campus classrooms. Therefore, domain-specificity is an important consideration for examining emotional activation involving programme achievement and technology use.…”

Section: Synchronous Hybrid Learning Environmentsmentioning

confidence: 99%

Students’ emotions for achievement and technology use in synchronous hybrid graduate programmes: a control-value approach

Butz

Stupnisky

Pekrun³

2015

Research in Learning Technology

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Synchronous hybrid delivery (simultaneously teaching on-campus and online students using web conferencing) is becoming more common; however, little is known about how students experience emotions in this learning environment. Based on Pekrun's (2006) control-value theory of emotions, the dual purpose of this study was first to compare synchronous hybrid students who attend online versus on-campus in terms of control, value, emotions and perceived success and second to compare students' degree of emotional activation in the domains of programme achievement and technology use. Survey data from 101 graduate business students revealed that online students reported significantly higher levels of technology-related anger, anxiety and helplessness. Furthermore, in comparison to their on-campus counterparts, online students more clearly separated their emotions in terms of programme achievement and technology use. Emotions related significantly to students' perceived success for both programme achievement and technology use, and mediated the effects of control and value appraisals on perceived success.

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“…Apesar de que nesta modalidade de ensino, a dificuldade financeira e falta de tempo são motivos alegados pela maioria dos alunos que abandonam sua formação, observa-se que quanto mais interação e atenção é proporcionada ao aluno, menor é a taxa de evasão, mesmo para os que estão geograficamente dispersos. O diálogo pode ser uma variável que contribui para este resultado e para uma aprendizagem mais significativa conforme destacam diversos autores (Dingus y Ellis, 2005;Fidas, Komis, Tzawavaris y Avouris, 2005;De Wever, Schellens, Valck y Van Keer, 2006;Regan 2012;Costa, 2013;Dowden, 2013). No presente trabalho foram investigados indicadores que possam elicitar esta interrelação entre quantidade e e qualidade da atenção dispensada ao aluno e a probabilidade de sua evasão.…”

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Estratégias Para Detecção Precoce De Propensão À Evasão

Mezzari

Tarouco

Ávila

et al. 2013

RIED

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RESUMENA evasão é uma preocupação nos cursos tanto presenciais quanto de EAD e este trabalho apresenta os resultados de uma investigação sobre suas causas. Além da investigação a partir de referências de outros trabalhos sobre o mesmo tema, foi desenvolvido um estudo usando dados derivados das atividades em um curso a distância para formação de professores em serviço. Este estudo e a pesquisa realizada visaram diagnosticar as causas da evasão e buscar indicadores que possibilitem identificar precocemente situações que contribuam para a evasão. A análise dos registros das atividades no curso também avaliou as estratégias de comunicação mediada por computador buscando detectar indícios de risco de evasão, bem como identificar fatores relevantes que levam a evasão. Os dados permitiram elicitar indicadores de atividade dos alunos em cursos EAD os quais permitem identificar situações onde exista risco mais elevado de evasão.Palabras clave: ensino a distância, evasão, mediação, fórum. ABSTRACTEvasion is a concern for both onsite and D-Ed. courses. This paper presents the results of research about its causes. In addition to investigating references from other works about the same theme, we also developed a study using data derived from distance course learning

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Experiences of instructors in online learning environments: Identifying and regulating emotions

Cited by 83 publications

References 17 publications

Examining the Factors Impacting Academics’ Psychological Well-Being: A Review of Research

Examining the Factors Impacting Academics’ Psychological Well-Being: A Review of Research

Students’ emotions for achievement and technology use in synchronous hybrid graduate programmes: a control-value approach

Estratégias Para Detecção Precoce De Propensão À Evasão

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