Resumo

OLIVEIRA, Teresa  e  MORGADO, Lina. Impact of emotional dynamics in learning on distance courses in higher education: the role of emotional presence and micro-leadership. Rev. Port. de Educação [online]. 2020, vol.33, n.2, pp.177-199.  Epub 31-Dez-2020. ISSN 0871-9187.  https://doi.org/10.21814/rpe.14331.

This paper focuses on the problem of online emotions in online learning contexts, presenting a new model for emotional identification. It’s a study on the link between teacher-student and between peers, based on the pedagogical design of learning experiences arising from emerging needs in the online context, namely the reinforcement of presence through affective and motivational interaction. It aims to improve the well-being and the quality in learning, involving higher education students in online interaction and communication in digital environments. It uses the Design-Based Research (DBR) methodology, in a multi-case study: 1) LMS-Human Tutor + Undergraduate Course; 2) LMS-Human Tutor and Virtual Tutor (IA) + Undergraduate Course. The characterization of emotional well-being and cognitive involvement of students and teachers comes from the analysis of those scenarios, producing pedagogical design and improving solutions based on proximity strategies: Thematic and Lounge-type Forums, Feedback, Online Support and Monitoring. The data were collected through a variety of instruments: a) an Emotion Scale; b) a questionnaire and a semi-structured interview; c) an analysis of the interactions in online discourse. The results, referring to scenario 1, point to the importance of reinforcing the emotional presence of the teacher and of the student micro-leaderships, improving their learning and well-being, and creating the desire to repeat the experience.

Palavras-chave : Emotions online; Virtual learning environments; Emotional; social and cognitive involvement.

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