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Fostering Emotional Intelligence in the e-learning context: theory and practice
Sergio Manuel Coelho Fernando, Adriana de Koning Lee, Carlos André Araujo Menezes

Última alteração: 2017-10-06


Eixo temático: 2. Docência, inovação e investigação.


Have you ever tried to question yourself whether emotional intelligence can affect eLearning from a positive perspective?
Well, if you have never then this is your opportunity to learn how this can occur.

The core aim of this investigation is to elaborate on the theme of fostering emotional intelligence in the e-learning context through theory and practice. The research offers two different examples of actual procedures that are both theoretical justification as well as linguistic and E.I which aim at achieving every case and results as well. Emotional connectivity is a key feature that assists in active eLearning development and design of the human brains by processing some cognitive information. In the eLearning concept, it is necessary to address the emotions of a learner because an emotionally free eLearning environment assists in motivating, creating self-confidence and enhancing creativity. Encouraging Emotional safety in e-learning also helps the student to take risks which are a critical factor of effective eLearning experience.
From a theoretical perspective, it is evident that as a teacher one can create learning effectiveness not only through addressing the emotions of a learner but also through focusing on how to improve the components of the emotional intelligence of the students. Daniel Goleman (12) defines emotional intelligence as the ability to recognize personal feelings as well as those of other people so as to motivate oneself and to enhance the management of emotions effectively in ourselves and our relationships (Goleman and Daniel 78). Goleman has successfully undertaken various researches which argue that “both social and emotional aids appear to have cognitive development links through the ideal learning environment that students focus on so that they can get attentive, enjoy their work, get motivated as well as become engaged.” It is important to improve personal relationships between the teacher and the student so as to improve the desire of learning as well as boost the confidence of a student to try and work harder.

How Emotional Intelligence moves eLearning

For one to understand how emotional intelligence facilitates thinking and performance of an audience to improve in the eLearning perspective, it is necessary to contain some mechanisms of emotional intelligence. Some of these components comprises of individual competence while the others correspond to intellectual expertise. The first element of emotional intelligence that a person should possess in the eLearning context is self-awareness. Self-awareness refers to an ability to understand and recognize the particular emotions, weaknesses, strengths, and drives of a person as well as how to use them in making personal decisions (Beetham and Rhona 13). According to Beetham and Rhona (14), it is important as a teacher to have a learner with some high ability to be emotionally aware in the entire eLearning experience because this assists in creating more sense of control over the inner self that one gains. It is, therefore, necessary to have self-confidence so as to achieve some learning objectives.
It is important to help a learner to identify what they feel and think when coming up with a decision throughout an eLearning course by offering them with control over an eLearning experience. It is also necessary to follow the learner-centered approach in this case. Self-awareness helps to encourage a learner to be flexible as well as creative while solving a problem and finally being efficient while coming up with a decision. The most valuable practice, in this case, is to trigger the interest and curiosity of a learner by integrating the aesthetic appeal material as well as impressive multimedia elements in the eLearning course. It is also important to encourage the student to apply whatever they have learned by ensuring you integrate some collaborative eLearning activities.
The second component of emotional intelligence that affects eLearning is the issue of self-regulation. Self-regulation of emotions refers to monitoring some powerful and negative feeling and therefore handling some complications without giving up. Self-regulation is serious for eLearning because the learner can feel boredom, frustrated and excited during flat and challenging eLearning courses and examinations (Dudeney, Hockly and Pegrum 32). As an eLearning teacher, you need to assist your audience on how to control some of the negative emotions and to help them to adapt to some changing circumstances. For one to achieve this, it is necessary to analyze the audience and set some relevant and clear eLearning goals and objectives so as to eliminate frustration. It is also needed to assist the learners to monitor their progress towards some achievements through the integration of various assessments in an eLearning course. Finally, it is a need to offer some feedback as well as create some eLearning materials that boost the self-management skills of a learner like branching some interactive scenarios.
Self-motivation is also a component of emotional intelligence that affects eLearning. Self-motivation affirms the capability that people have to channel their motivation as well as drive their achievement. In the eLearning context, the firm sense of self-motivation on behalf of a learner means that they can generate some positive feelings like persistence, zeal, and enthusiasm so that they can learn. Does this not sound ideal? It is important to argue that one should enhance the self-motivation skills of the audience by offering them with eLearning materials that are significant to them (Goleman and Daniel 34). It is necessary to realize that only the eLearning material can have potential boredom and apathy in the life of a learner. There is a need to motivate a student by encouraging them to be involved in some eLearning courses that are connected to their individual and professional lives. For example, this can occur through the use of scenarios that offer real world benefit and which can boost their optimism through encouraging them to try again after they fail to learn from their mistakes. Finally, it is necessary to offer them with some feedback through the eLearning course so as to assist them to identify their weaknesses as well as strengths more efficiently.
Social skills and relationship management is also a critical component that affects emotional intelligence from the eLearning perspective. From this case, a learner becomes more productive when he can communicate as well as engage with others effectively. It is therefore important to integrate social learning into the eLearning context so as to encourage a learner to foster sustainable relationships with the peers from the virtual classroom. As a teacher, it is important to offer the student with responsibilities like eLearning games as well as allowing the students to bond and collaborate with their fellows to reduce challenges in assignments and groups. This can assist in creating a friendly environment that will help more productivity and develop trust and motivate better results from the students (Elias, Maurice and Harriett 65). As a teacher, it is necessary to use emotional intelligence in the eLearning practice to assist the learners to develop their EQ. This assists in developing the capability to control, express and comprehend particular emotions. This following result to having the students being better equipped to their work productively in their group settings, improving their job performance as well as building some meaningful connections in the professional and personal lives.


Emotional Intelligence; E-learning; Linguistic;