Towards Emotional Intelligence behaviour within Virtual Learning Environments: Perceptions of Secondary School Teachers

Donkor, Felix

doi:10.20533/ijels.2046.4568.2014.0046

Cited by 3 publications

(9 citation statements)

References 8 publications

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“…The revised interview transcripts were then imported into NVivo 10 software for analysis. The analysis included: identifying the words and ideas that interviewees frequently referred to, coding responses into predetermined categories [3], searching for patterns amongst the codes and building a logical chain of evidence. Focus group data were presented as summaries of each group's discussions as opposed to transcripts of the dialogue that took place.…”

Section: Discussionmentioning

confidence: 99%

“…To improve upon the internal validity of the data collection process, each teacher was provided with a pro forma that highlighted some of the Emotional Intelligence attributes that they were to look out for. For example, they were asked to note down observations in relation to how the use of forums, videos, online testing and feedback impacted on students' self-confidence, selfawareness, motivation to use the VLE, relationship with others online and in class, empathy and trust [3]. The interviewees were consequently given opportunities to talk about their observations during interviews.…”

Section: Methodsmentioning

confidence: 99%

“…This study aimed to build upon previous studies that examined the success factor of using VLEs to support Emotional Intelligence amongst secondary school students [3] [4], by identifying a framework that will support teachers and schools in the process. It considered the experiences and views of 35 teachers (10 of whom were key informants and had been purposefully selected because they had previously been identified by their departments as lead teachers with regards to the use of the school's VLE), 5 LSAs and 150 students between the ages of 11-16, all from one school in London.…”

Section: Current Study 21 Contextmentioning

confidence: 99%

“…However, it has been argued that in most instances 'money has been spent on ICT on the basis of faith or blind belief in its vocational (and sometimes pedagogical) value, rather than on any basis of evidence' (p. 28) [1]. One of the areas that the VLEs installed in schools fail to explicitly address is how they support or are used to support the development of students' Emotional Intelligence [3] [4]. Yet, we now accept that Emotional Intelligence is crucial for cognitive development and also for success in life, as it influences our motivation, resilience and ability to work effectively with others on learning tasks by helping us to keep in check those negative emotions that can distract the learning process [5].…”

Section: Introductionmentioning

confidence: 99%

“…In effect, whilst schools may be succeeding in improving academic outcomes for most students, they may also be neglecting opportunities to help students avoid emotionally unintelligent behaviours such as bullying, sarcasm and narcissism, if they do not find new ways of motivating and encouraging students to work collaboratively within the secured learning environments they have installed. Therefore, it is both imperative and critical to study the roles that VLEs can play in helping to develop students' Emotional Intelligence [3].…”

Section: Introductionmentioning

confidence: 99%

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Towards a Framework for Developing the Emotional Intelligence of Secondary School Students Through the Use of VLEs

Donkor¹,

Toplis²

2017

IFIP Advances in Information and Communication Technology

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Although increasingly schools are using Virtual Learning Environments (VLEs) to teach students and society now understands the importance of Emotional Intelligence, the VLEs currently installed in schools can be said to be 'emotionally unintelligent' and do not help to inspire and encourage students to become emotionally self-aware, empathetic and responsible citizens. Meanwhile, designing a VLE that is emotionally intelligent and consequently responsive to students' emotional and academic needs remains a challenge for both developers and educators. By adopting a process of inductive reasoning, this study draws upon the perceptions of 150 students, 35 teachers and 5 learning support assistants (LSAs) from one secondary school in London (United Kingdom) as well as 2 VLE Content Developers, to propose a framework which, it is argued, can support teachers in helping their students to develop both Emotional Intelligence and academic abilities. Data collection methods used included semi-structured interviews, questionnaires as well as staff and students' focus groups. 5 approaches towards validation (contextbased, theory-based, criterion-related, response and consequential) are used to enhance the credibility of findings. Primarily, this paper aims to stimulate thinking and consequently knowledge that will lead to the design of VLEs that emphasise and capture the emotional dynamics of classrooms and society.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Current Study 21 Contextmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Towards a Framework for Developing the Emotional Intelligence of Secondary School Students Through the Use of VLEs

Donkor¹,

Toplis²

2017

IFIP Advances in Information and Communication Technology

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2016

IJeLS

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Computer aided assessment (CAA) comprises a set of assessment techniques that are conducted on a computer. These forms of assessment may be purely online or network based or single, stand-alone device based [1]. The device may be a desktop computer or include the use of mobile devices. This paper investigates if CAA leads to improved performance and satisfaction [2]. The student cohort that participated in this pilot study came from a degree in computer science. A preliminary investigation was performed by executing two continuous assessments with one cohort of four students in an advanced databases class. One of the assessments was purely paper-based (PBA), the other assessment was fully computer-aided. Both assessments were conducted in an open-book manner. Additionally, both contained an element of replication tasks and applied knowledge task [3]. It was anticipated that computing students would excel in computer-aided assessment, and that this form of assessment would significantly improve both satisfaction and task performance on the side of the students. However, detailed analysis revealed that there was no statistically significant increase using CAA versus traditional PBA. Furthermore, contrary to initial hopes, students did not appear to have gained a higher level of satisfaction conducting tasks on a computer. One of the reasons given was that most exams at the host institution are PBA; consequently, assessments should prepare for the related exams, and should also be paper-based. As the research reported here is a pilot study on a small cohort, follow up studies on larger and more diverse cohorts will further inform the body of knowledge in this area.

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