El componente afectivo-emocional en entornos virtuales de aprendizaje en educación superior»

Abstract

The physical boundaries of the classroom have been diluted to expand education to virtual teaching-learning environments (EVEA) online, enabling flexible, ubiquitous and timeless training. In this research, the emotional dimension of the educational experience of online students in Higher Education is explored to investigate, analyze and theorize about how affectivity has repercussions on their academic performance. Through a mixed methodology, which includes the life story, the metaphor or the interview and the design, validation and application of the «EMOC-EVEA» questionnaire, the students have been given a voice seeking answers. The results identify emotionally competent objects for online students; being among them the transactional distance, the organization and the performance, which are reflected in the social presence, the teaching presence and the activity and achievement. Taking into account the socio-emotional factor, some guidelines are proposed for the design of affective virtual educational environments, as well as the relevance of including the socio-emotional component as an evaluative indicator within the parameters of analysis of the quality of online training.