![]() Second, it will address the relationship of emotional presence to teaching presence. Specifically, the article will first discuss the concept of emotional intelligence as emotional presence in learning. Thus, the aim of this article is to introduce a model of COI that conceptualizes emotional presence as emotional intelligence and to present pedagogical applications of this. Emotional intelligence would support a much broader role for emotional presence in learning and embrace to a larger extent how emotions play out in the learning process, than singularly “emotional expression” in the original COI framework. Also, emotional intelligence can be trained ( Nafuhko, Muyia, Farnia, Kacirek, & Lynham, 2016). Thus, this suggests its important role in learning design and facilitation. ![]() ![]() Emotional intelligence has been found to have a positive relationship with academic success in university students, constructive conflict management which is important to more complex learning, and desired project outcomes ( Ahmed & Rana, 2012 Lanciano & Curci, 2014 Morrison, 2008 Pope, Roper, & Qualter, 2012 Trejo, 2016). Finally, how emotional presence in teaching presence may foster social presence and cognitive presence in learners and lead to successful learning is presented.Ī construct that may help to further an understanding of the role of emotional presence in learning is emotional intelligence. Second, it discusses the relationship of emotional presence to teaching presence and how teaching presence may foster emotional presence in learners. Thus, the article first presents a conceptualization of emotional presence in terms of emotional intelligence. A limitation of the model is its understanding of emotional presence which, according to the COI model, is seen solely in terms of emotional expression, which, in turn, is a part of social presence. The model has received empirical support as a useful framework for understanding the online learning experience. ![]() The community of inquiry (COI) model identifies elements which are fundamental to a successful online learning experience, namely, teaching presence, cognitive presence, and social presence. All subjects Allied Health Cardiology & Cardiovascular Medicine Dentistry Emergency Medicine & Critical Care Endocrinology & Metabolism Environmental Science General Medicine Geriatrics Infectious Diseases Medico-legal Neurology Nursing Nutrition Obstetrics & Gynecology Oncology Orthopaedics & Sports Medicine Otolaryngology Palliative Medicine & Chronic Care Pediatrics Pharmacology & Toxicology Psychiatry & Psychology Public Health Pulmonary & Respiratory Medicine Radiology Research Methods & Evaluation Rheumatology Surgery Tropical Medicine Veterinary Medicine Cell Biology Clinical Biochemistry Environmental Science Life Sciences Neuroscience Pharmacology & Toxicology Biomedical Engineering Engineering & Computing Environmental Engineering Materials Science Anthropology & Archaeology Communication & Media Studies Criminology & Criminal Justice Cultural Studies Economics & Development Education Environmental Studies Ethnic Studies Family Studies Gender Studies Geography Gerontology & Aging Group Studies History Information Science Interpersonal Violence Language & Linguistics Law Management & Organization Studies Marketing & Hospitality Music Peace Studies & Conflict Resolution Philosophy Politics & International Relations Psychoanalysis Psychology & Counseling Public Administration Regional Studies Religion Research Methods & Evaluation Science & Society Studies Social Work & Social Policy Sociology Special Education Urban Studies & Planning BROWSE JOURNALS ![]()
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