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Title: Emotion and Emotion Regulation Matter: A Case Study on Teachers’ Online Teaching Experience During COVID-19
Authors: Huang, Xiaoshan
Beck, Stephanie
Huang, Lingyun
Lajoie, Susanne P.
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Huang, X., Beck, S., Huang, L., & Lajoie, S. P. (2023). Emotion and emotion regulation matter: A case study on teachers’ online teaching experience during COVID-19. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1010-1013). International Society of the Learning Sciences.
Abstract: This study explored higher education instructors’ emotional experience and regulation strategies as they shifted to online teaching during COVID-19. The purpose of this study is twofold: (a) to gain insight into teachers’ perceptions of emotional experience in reacting to the transition from in-person teaching to online teaching during COVID-19, and (b) to investigate the strategies teacher adopted to regulate emotions when they teach remotely. Data for analysis involved in-depth semi-structured interviews. All interviewees were Canadian university instructors from a wide range of backgrounds. A deductive thematic analysis procedure and text mining technique were applied. Findings for (a): supportive relationships/good cooperation with colleagues promote teachers’ positive appraisals; lacking connections with students/colleagues facilitates the feeling of isolation. And for (b): teachers applying reappraisal strategies in response to perceived challenges in online contexts enables them to manage negative emotional experiences. Implications for higher education in online contexts are further discussed.
Description: Short Paper
Appears in Collections:ISLS Annual Meeting 2023

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