DOI: 10.5176/2251-1814_EeL14.09
Authors: Mary T. Cooley
Abstract:
In online learning settings, factors that we often take for granted in face-to-face settings, factors used to gauge the health of our relationships, are challenged since we lack visual cues to frame our discussions and reactions to them. With today’s popularity of online learning, making a conscious effort to continuously monitor and insure that Emotional Intelligence, (EI), levels are high is needed as students may become disengaged from online learning situations, may drop the course, commit to not take online courses again, or worse, leave academia entirely due to what they consider poor emotional experiences. This study sought to quantify the correlation between aspects of EI and course satisfaction of the online learner. Results indicated a statistically significant difference in perceived emotions between female and male survey participants. An additional purpose in conducting this research was to understand where the holes or gaps lie in current research related to EI in online learning, especially as it relates to gender/age band differences, including gender of the instructor.
Keywords: emotional intelligence, gender, online learning, higher education
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