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Hilliard, Jake; Sedgewick, Felicity; Lythgoe, Antonia; Flothmann, Charlotte and Tran, Trang
(2021).
URL: https://iet.open.ac.uk/calrg/calrg-2021-conference
Abstract
This study aimed to explore the use of an online emotion awareness and regulation instrument in two university courses that had transitioned to online learning during the COVID-19 pandemic. In addition to collecting data about students’ emotions and emotion regulation whilst studying online, this study also investigated the value and usefulness of the instrument for both students and academic teaching staff. Undergraduate students from the University of Bristol’s School of Education completed a weekly emotion awareness and regulation instrument on five occasions. Data from the instrument was also summarised and provided to academic teaching staff at three separate time points (after week 1, 3, and 5). After the 5-week period, an online survey was completed by both students and academic teaching staff to assess their perspectives of either: completing the instrument (students); or receiving the summarised data about students emotions and emotion regulation (academic teaching staff). Findings revealed that: a) students experienced a range of pleasant and unpleasant emotions whilst studying online (feeling anxious, overwhelmed, and supported were most reported emotions); b) the course itself and the teaching staff were prominent sources of pleasant emotions, whilst the course and learning context were the main causes of unpleasant emotions; c) students planned to use a range of strategies to regulate their emotions, with 'thinking positively', 'talking to other students on the course', and 'creating a good plan' being most selected; and d) students' awareness of their own emotions and tutors' awareness of students' emotions was enhanced by completing the instrument or viewing the summarised data, respectively. This presentation will discuss these key findings and highlight important implications for educators.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
