Developing emotionally intelligent teaching approaches in online learning
DOI:
https://doi.org/10.14297/jpaap.v9i2.472Keywords:
Emotional Intelligence, Online Learning, Engagement, TeachingAbstract
This ‘on the horizon’ paper discusses the evaluation outcomes of a pilot Emotional Intelligence Skills Training (EIST) workshop, intended as a resource to support teachers’ enhancement of student engagement in online learning settings. Sixteen HE teachers participated in a pilot of a new EIST workshop which explored topics including; 1) recognising and managing emotions in oneself; 2) recognising and managing emotions in others’, and 3) using emotion. Evaluation was conducted using focus groups. Feedback revealed that, in addition to raising awareness of the need to better recognise and manage students’ emotions in online environments, participants felt that EIST supported the development of more positive relationships with students and enhanced engagement. EIST could play an important role in supporting academic staff to better engage students in online settings.
References
Boulton, C.A., Hughes, E., Kent, C., Smith, J.R. & Williams, H.T. (2019). Student engagement and wellbeing over time at a higher education institution. PloS One, 14(11), e0225770. doi: https://doi.org/10.1371/journal.pone.0225770
Brackett, M.A. & Katulak, N.A. (2006). Emotional Intelligence in the Classroom: Skill-Based Training for Teachers and Students. In J. Ciarrochi & J.D. Mayer (Eds.), Applying Emotional Intelligence: A Practitioner’s Guide (pp. 207-224). New York: Psychology Press. doi: https://doi.org/10.4324/9781315782935
Claxton, G. (1999). Wise Up: The Challenge of Lifelong Learning. New York: Bloomsbury.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. Doi: https://doi.org/10.1111/j.1467-8624.2010.01564.x
Extremera, N. & Rey, L. (2016). Ability emotional intelligence and life satisfaction: Positive and negative affect as mediators. Personality and Individual Differences, (102), 98-101.doi: https://doi.org/10.1016/j.paid.2016.06.051
Hayes, N. (2000). Doing Psychological Research. Philadelphia: PA: Open University Press.
Kostić-Bobanović, M. (2020). Perceived emotional intelligence and self-efficacy among novice and experienced foreign language teachers. Economic Research-Ekonomska Istraživanja, 33(1), 1200-1213. doi: https://doi.org/10.1080/1331677X.2019.1710232
Maamari, B.E. & Majdalani, J.F. (2019). The effect of highly emotionally intelligent teachers on their students’ satisfaction. International Journal of Educational Management, 33(10), 333-345. doi: https://doi.org/10.1108/IJEM-11-2017-0338
Markova, I., Linell, P., Grossen, M., & Orvig, A.S. (2011). Dialogue in Focus Groups: Exploring Socially Shared Knowledge. London: Equinox. doi: https://doi.org/10.1093/applin/amn042
Mortiboys, A. (2013). Teaching with Emotional Intelligence: A Step by Step Guide for Higher and Further Education Professionals. London: Routledge. doi: https://doi.org/10.1080/1360144X.2013.818225
National Union of Students. (2020). Coronavirus and Students Phase 3 study Mental Health with demographics Nov 2020. Retrieved 1st March, 2021, from https://www.nusconnect.org.uk/resources/coronavirus-and-students-phase-3-study-mental-health-with-demographics-nov-2020
Nizielski, S., Hallum, S., Lopes, P. N., & Schütz, A. (2012). Attention to student needs mediates the relationship between teacher emotional intelligence and student misconduct in the classroom. Journal of Psychoeducational Assessment, 30(4), 320–329. doi: https://doi.org/10.1177/0734282912449439
Office for National Statistics. (2020). Coronavirus and the impact on students in higher education in England: September to December 2020. Retrieved 1st March, 2021, from https://www.ons.gov.uk/peoplepopulationandcommunity/educationandchildcare/articles/coronavirusandtheimpactonstudentsinhighereducationinenglandseptembertodecember2020/2020-12-21
Thorley, C. (2017). Not by degrees: Improving student mental health in the UK's universities. Institute for Public Policy Research. Retrieved 1st March, 2021, from https://www.ippr.org/publications/not-by-degrees
Valente, S., Monteiro, A.P. & Lourenço, A.A. (2019). The relationship between teachers’ emotional intelligence and classroom discipline management. Psychology in the Schools, 56(5), 741-750. doi: https://doi.org/10.1002/pits.22218
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.