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Publication
Emoções online: estudo da dinâmica emocional em diferentes cenários de aprendizagem, no ensino superior a distância em Portugal
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Advisor(s)
Abstract(s)
Esta investigação analisa a problemática das emoções em contextos de aprendizagem online,
apresentando um novo modelo para a lábil identificação emocional. Trata-se dum estudo sobre
a vinculação entre o docente e o estudante, e entre os pares entre si, visando a construção duma
comunidade de aprendizagem. É baseado num design pedagógico de experiências de
aprendizagem decorrentes de necessidades emergentes no contexto online, do reforço da
presença a partir da interação atenta constante, afetiva e motivacional, que assenta na
observação/monitorização do Bem-Estar/Mal-Estar, ao longo dos percursos de aprendizagens.
Tem como objetivo principal melhorar o Bem-Estar e a qualidade na aprendizagem na interação
online, dos estudantes de ensino superior, melhorando a comunicação em ambientes digitais. A
principal questão de investigação é: Como é caracterizado e maximizado o Bem-Estar
emocional em ambientes de ensino a distância, facilitadores duma aprendizagem personalizada,
com tarefas úteis, interessantes e complexidade adequadas? A fiabilidade da investigação
depende duma criteriosa e rigorosa informação sobre o Bem-Estar, o que pressupõe o
conhecimento da positividade, mas também da negatividade nefasta e da regulação emocional,
condicionadora da desistência do curso e para intervenção pedagógica.
O estudo recorre à metodologia de Design-Based Research (DBR) num estudo multi-caso: 1)
LMS- Tutoria Humana + curso de licenciatura; 2) Tutoria Humana e Virtual (IA) + curso de
licenciatura. A caracterização do Bem-Estar emocional e envolvimento cognitivo advém da
análise daqueles cenários, produzindo princípios de design pedagógico e melhorando soluções,
baseadas em estratégias de proximidade, para melhorar a comunicação e a interação: Fóruns
Temáticos e Lounge, Feedbacks, Acompanhamento Online constante e Monitorização do BemEstar. Os dados foram recolhidos através de vários instrumentos, numa linha temporal: a)
Entrevista Inicial; b) Escala de Emoções; c) Questionário final; d) Análise das interações no
discurso online.
Os resultados obtidos permitiram o conhecimento de vários padrões, perfis e percursos de
emoção-cognição ligados ao processo de aprendizagem a distância. De um modo geral,
apontam para a importância do reforço da presença emocional do professor e das micro -
lideranças estudantis, contribuindo para melhorar a aprendizagem e Bem-Estar do grupo e o
desejo da replicação da experiência, que parece poder ser ajudada por um avatar afetivo,
envolvente e próximo. Este “companheiro de aprendizagem”, ajudará o docente a direcionar
e a motivar os estudantes, maximizando a aprendizagem auto-regulada e personalizada.
This investigation focuses on the problem of online emotions in online learning contexts, presenting a new model for emotional identification. It’s a research on the link between teacherstudent and between peers, building a learning community. It’s based on the pedagogical design of learning experiences arising from emerging needs in the online context, namely the reinforcement of presence, through an attentive, affective and motivational interaction. The observation/monitoring of well-being/unwell along the learning paths is very important for that pedagogical intervention. It aims to improve the well-being and the quality in learning, involving higher education students in online interaction and communication in digital environments. How emotional wellbeing is characterized and maximized in distance learning environments that facilitate personalized learning, with useful, interesting and appropriate tasks in complexity is the main research issue. The reliability of the investigation depends on a careful and rigorous information on Well-being which presupposes not only the knowledge of positivity, but also of nefarious negativity and emotional regulation, conditioning of online withdrawal, for pedagogical intervention. It uses the Design-Based Research 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, to improve communication and interaction: Thematic and Lounge-type Forums, Feedback, constant Online Support and Monitoring of Well-being. The data was collected through a variety of instruments, on a timeline: a) an Emotion Scale b) a questionnaire and a semi-structured interview; c) an analysis of the interactions in online discourse. The results, allowed the knowledge of various emotioncognition patterns, profiles and pathways, linked to the learning process. It points 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, who seems to be helped by an affective, engaging and close avatar. This “learning companion” will help the teacher to direct and motivate the students, maximizing self-regulated and personalized learning.
This investigation focuses on the problem of online emotions in online learning contexts, presenting a new model for emotional identification. It’s a research on the link between teacherstudent and between peers, building a learning community. It’s based on the pedagogical design of learning experiences arising from emerging needs in the online context, namely the reinforcement of presence, through an attentive, affective and motivational interaction. The observation/monitoring of well-being/unwell along the learning paths is very important for that pedagogical intervention. It aims to improve the well-being and the quality in learning, involving higher education students in online interaction and communication in digital environments. How emotional wellbeing is characterized and maximized in distance learning environments that facilitate personalized learning, with useful, interesting and appropriate tasks in complexity is the main research issue. The reliability of the investigation depends on a careful and rigorous information on Well-being which presupposes not only the knowledge of positivity, but also of nefarious negativity and emotional regulation, conditioning of online withdrawal, for pedagogical intervention. It uses the Design-Based Research 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, to improve communication and interaction: Thematic and Lounge-type Forums, Feedback, constant Online Support and Monitoring of Well-being. The data was collected through a variety of instruments, on a timeline: a) an Emotion Scale b) a questionnaire and a semi-structured interview; c) an analysis of the interactions in online discourse. The results, allowed the knowledge of various emotioncognition patterns, profiles and pathways, linked to the learning process. It points 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, who seems to be helped by an affective, engaging and close avatar. This “learning companion” will help the teacher to direct and motivate the students, maximizing self-regulated and personalized learning.
Description
Keywords
Emoções online Ambientes virtuais de aprendizagem Envolvimento Emocional, Social e Cognitivo Emotions online Virtual Learning Environments Emotional, social and cognitive involvement
Citation
Oliveira, Maria Teresa Duarte Severino de - Emoções online [Em linha]: estudo da dinâmica emocional em diferentes cenários de aprendizagem, no ensino superior a distância em Portugal. [S.l.]: [s.n.], 2022. 375 p.