<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872020000200177</article-id>
<article-id pub-id-type="doi">10.21814/rpe.14331</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Impacto da dinâmica emocional na aprendizagem em cursos a distância no ensino superior: O papel da presença emocional e das microlideranças]]></article-title>
<article-title xml:lang="en"><![CDATA[Impact of emotional dynamics in learning on distance courses in higher education: the role of emotional presence and micro-leadership]]></article-title>
<article-title xml:lang="es"><![CDATA[Impacto de la dinámica emocional en el aprendizaje en cursos a distancia en la enseñanza superior: El papel de la presencia emocional y del micro-liderazgo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morgado]]></surname>
<given-names><![CDATA[Lina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Aberta  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Aberta  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>31</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>31</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>33</volume>
<numero>2</numero>
<fpage>177</fpage>
<lpage>199</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872020000200177&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872020000200177&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872020000200177&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa a problemática das emoções online em contextos de aprendizagem online, apresentando um novo modelo para a lábil identificação emocional. Trata-se de um estudo sobre a vinculação entre docente, estudante e pares, baseado no design pedagógico de experiências de aprendizagem decorrentes de necessidades emergentes no contexto online, de reforço da presença por interação afetiva e motivacional. Assim, pretende-se melhorar o bem-estar e a qualidade na aprendizagem, envolvendo os estudantes em diferentes ambientes, no ensino superior. O estudo recorre à metodologia de Design-Based Research (DBR) num estudo multicasos com vários cenários: 1) LMS -Tutor Humano + Curso de Licenciatura; 2) LMS-Tutor Humano e Tutor Virtual + Curso de Licenciatura. A caracterização do bem-estar emocional e envolvimento cognitivo advém da análise daqueles cenários, produzindo princípios de design pedagógico e soluções baseadas em estratégias de proximidade: Fóruns de Discussão temáticos e Espaço Lounge, Feedbacks e Acompanhamento Online. Os dados foram recolhidos através de vários instrumentos: a) Escala de Emoções; b) Questionário e Entrevista semiestruturada; c) Análise das Interações do discurso online. Os resultados obtidos no Cenário 1 apontam para a importância do reforço da presença emocional do professor e das microlideranças estudantis, beneficiando a aprendizagem e bem-estar do grupo e criando o desejo da replicação desta experiência.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper focuses on the problem of online emotions in online learning contexts, presenting a new model for emotional identification. It&#8217;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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza la problemática de las emociones en línea en contextos de aprendizaje en línea, presentando un nuevo modelo para la identificación emocional. Es un estudio sobre la vinculación entre el docente y el estudiante et pares, basada en el diseño pedagógico de experiencias de aprendizaje derivadas de las necesidades emergentes en el contexto online, reforzadoras de la presencia a través de la interacción afectiva y motivacional. Se pretende mejorar el bienestar y la calidad en el aprendizaje, involucrando a los estudiantes integrados en entornos digitales en la enseñanza superior. Se recurre a la metodología Design-Based Research (DBR), en un estudio multi-casos: 1) LMS- Tutor Humano + Curso de Graduación; 2) LMS- Tutor Humano y Tutor Virtual (IA). La caracterización del bienestar emocional y implicación cognitiva proviene del análisis de esos escenarios, produciendo principios de diseño pedagógico y soluciones basadas en estrategias de proximidad: Foros temáticos y café-Lounge, Feedbacks, Seguimiento en línea. Los datos fueron recogidos a través de varios instrumentos: a) Escala de Emociones; b) el cuestionario y la entrevista semiestructurada; c) análisis de las interacciones en el discurso en línea. Los resultados obtenidos en el escenario 1 apuntan a la importancia del refuerzo de la presencia emocional del profesor y de los micro-liderazgos estudiantiles, se beneficiando el aprendizaje y el bienestar, creando el deseo de la replicación de esta experiencia.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Emoções online]]></kwd>
<kwd lng="pt"><![CDATA[Ambientes virtuais de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Envolvimento emocional]]></kwd>
<kwd lng="pt"><![CDATA[social e cognitivo]]></kwd>
<kwd lng="en"><![CDATA[Emotions online]]></kwd>
<kwd lng="en"><![CDATA[Virtual learning environments]]></kwd>
<kwd lng="en"><![CDATA[Emotional]]></kwd>
<kwd lng="en"><![CDATA[social and cognitive involvement]]></kwd>
<kwd lng="es"><![CDATA[Emociones en línea]]></kwd>
<kwd lng="es"><![CDATA[Ambientes virtuales de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Participación emocional]]></kwd>
<kwd lng="es"><![CDATA[social y cognitiva]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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