by Heeyoung Han and Scott D. Johnson, Educational Technology and Society
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.
http://www.ifets.info/journals/15_1/8.pdf
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