The Impact of Emotions on Distance Learning Among Double-Major (French-English) and Geography Students During and After the Health Crisis
DOI:
https://doi.org/10.17507/tpls.1603.23Keywords:
distance learning, emotional intelligence, emotions, education, self-regulationAbstract
This study seeks to demonstrate that students' emotional states during distance learning—especially feelings of anxiety and isolation—have a significant impact on their academic performance and engagement, both during the health crisis and during the subsequent transition back to traditional learning environments. We would like to examine the impact and experience of students attending distant learning courses at the university and the teachers’ competencies developed in order to have a better pedagogical experience. The study's questionnaire was distributed to a group of 152 students aged 20 to 22. These students were enrolled in adult education courses focused on foreign languages and geography. By integrating these two fields, this research offers a distinctive perspective compared to existing literature on emotional issues in distance learning. The questions addressed the various social and technical challenges students faced during and after the confinement and health crisis, as well as their emotional experiences on social media. We found that for all these questioned students, the feelings felt during an online course have an impact on learning in the online environment, in particular motivation, self-regulation and academic success. The study's findings suggest that collaborative efforts among teachers are very important in this context in order to guarantee inclusion among students and to promote emotions that enhance learning.
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