Relationship between Students' Emotional Intelligence, Social Bond, and Interactions in Online Learning

Autor/inn/en	Han, Heeyoung; Johnson, Scott D.
Titel	Relationship between Students' Emotional Intelligence, Social Bond, and Interactions in Online Learning
Quelle	In: Educational Technology & Society, 15 (2012) 1, S.78-89 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Masters Degrees; Graduate Students; Electronic Learning; Distance Education; Online Courses; Emotional Intelligence; Interaction; Computer Mediated Communication; Attachment Behavior; Peer Relationship; Correlation; Synchronous Communication; Multivariate Analysis + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Emotionale Intelligenz; Interaktion; Computerkonferenz; Attachment; Bindungsverhalten; Peer-Beziehungen; Korrelation; Multivariate Analyse
Abstract	The purpose of the study was to investigate the relationship between students' emotional intelligence, social bond, and their interactions in an online learning environment. The research setting in this study was a 100% online master's degree program within a university located in the Midwest of the United States. Eighty-four students participated in the study. Using canonical correlation analysis, statistically significant relationships were found between students' emotional intelligence, social bond, and the interactions that occurred naturally in the educational setting. The results showed that students' ability to perceive emotion by facial expression was negatively related to the number of text and audio messages sent during synchronous interaction. Additionally, the ability of students to perceive emotion was positively related to peer bonding. Lastly, students' bond to their online program was associated with management type interaction during synchronous discussion sessions. Several implications for online learning practitioners and researchers are discussed. (Contains 6 tables and 1 figure.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10