Impact of Lecturers' Emotional Intelligence on Students' Learning and Engagement in Remote Learning Spaces: A Cross-Cultural Study

Autor/inn/en	Gunasekara, Asanka N.; Turner, Kristina; Fung, Chorng Yuan; Stough, Con
Titel	Impact of Lecturers' Emotional Intelligence on Students' Learning and Engagement in Remote Learning Spaces: A Cross-Cultural Study
Quelle	In: Australasian Journal of Educational Technology, 38 (2022) 4, S.112-126 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098
Schlagwörter	Foreign Countries; College Students; Student Experience; Social Cognition; Coping; Empathy; Teacher Student Relationship; College Faculty; Emotional Intelligence; Learner Engagement; Academic Achievement; Electronic Learning; Distance Education; Cultural Differences; Learning Processes; Australia; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Studienerfahrung; Soziale Kognition; Bewältigung; Empathie; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Emotionale Intelligenz; Schulleistung; Distance study; Distance learning; Fernunterricht; Kultureller Unterschied; Learning process; Lernprozess; Australien
Abstract	Higher education institutions have recently transitioned from face-to-face to online teaching and learning environments. However, academic staff lack sufficient training in applying emotional intelligence (EI) skills and strategies in online learning environments. Although literature addressing academics' EI is sparse, some studies have suggested that lecturers' EI greatly influences teaching and learning. This study used the concept of EI to understand students' perceptions of how lecturers' EI impacted their learning and engagement in an online learning environment. We conducted four online focus group interviews of 14 students pursuing a bachelor's degree at two campuses of an Australian university, one in Melbourne and the other in Malaysia. Four main themes were identified using thematic analysis. Students discussed their perceptions and experiences on (a) vulnerabilities, coping and empathy; (b) relationships with lecturers, trust and safety; (c) communication, tone and voice; and (d) managing emotions of lecturers. Our findings suggest that lecturers' EI impacted students' learning and engagement in online learning spaces. However, the impact differs between Australia and Malaysia due to cultural differences. Drawing on the findings, we present online education good practices grounded in the theory of EI. Lecturers delivering online courses should consider employing these practices for effective teaching. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01