Online adult training and emotions: From tradition to formative innovation

• Ana Runa ^[1]
  1. [1] Instituto Superior de Ciências Educativas

     Instituto Superior de Ciências Educativas

     Ramada, Portugal

     
• Localización: Tradition and Innovation / Mário Say Ming Kong (aut.), Aleksander Józef Olszewski (aut.), Martin Simonson (aut.), Andreia Garcia (aut.), Jorge Nunes (aut.), José Lopes Morgado (aut.), Santi Centineo (aut.), Andrea Iezzi (aut.), Irina Seits (aut.), Taisia S. Paniotova (aut.), Maxim Romanenko (aut.), Valdomiro Ceolin (aut.), Francisco Oliveira (aut.), Margarida Louro (aut.), Carla Chiarantoni (aut.), António Leite (aut.), Denise Gaudiot (aut.), João Pernão (aut.), Laura Martins (aut.), Andre Santos (aut.), Catarina Rosa e Silva de Albuquerque (aut.), Jéssica Costa (aut.), Ljiljana Čavić (aut.), Leonardo Barros (aut.), Maria Luisa Trindade Bestetti (aut.), Mariana Alves da Silva do Nascimento (aut.), Maria Madalena Aguiar da Cunha Matos (aut.), Maria da Luz Sampaio (aut.), Clara Vale (aut.), João B. Menezes de Sequeira (aut.), Artur Renato Ortega (aut.), Silvana Weihermann (aut.), Eduardo Francisco Durao Antunes (aut.), Pedro Miguel Gomes Januario (aut.), Paulo Jorge Garcia Pereira (aut.), Verner Monteiro (aut.), Maísa Veloso (aut.), Bárbara Silva (aut.), Mário Bruno Cruz (aut.), Clara Germana Gonçalves (aut.), Maria João Moreira Soares (aut.), Joao Miguel Couto Duarte (aut.), Raffaella Maddaluno (aut.), João Silva Jordão (aut.), María da Soledade Gómez Paiva de Sousa (aut.), Miguel Baptista Bastos (aut.), Alex Nogueira Rezende (aut.), José Vitor Correia (aut.), Ana Vasconcelos (aut.), José Cabral Dias (aut.), Eneida Kuchpil (aut.), Kate O’Connor (aut.), Sandra da Mouta Brito (aut.), Madalena Pinto Da Silva (aut.), Helena Paula Abreu de Carvalho (aut.), Marta Labastida (aut.), Maria Eunice da Costa Salavessa (aut.), José Tadeu Marques Aranha (aut.), Viviana Sofia Hipólito Frutuoso (aut.), Amilcar de Gil Pires (aut.), Wenyu Qi (aut.), João Guerreirinho (aut.), Hirbod Norouzianpour (aut.), David Weiss (aut.), Calogero Montalbano (aut.), José Silveira Dias (aut.), Fernando Moreira da Silva (aut.), Ana Moreira da Silva (aut.), Caio Marcelo Miolo de Oliveira (aut.), Rita Almendra (aut.), Ana Rita Lourenço (aut.), Tiago Perez Leitão Maciel (aut.), António Gorgel Pinto (aut.), Alberto Cruz Reaes Pinto (aut.), Gizela Horvath (aut.), Maria João Castro (aut.), António Canau (aut.), Szymon Wróbel (aut.), Isabel Gomes de Almeida (aut.), Guilherme Borges Pires (aut.), Kim Groop (aut.), María do Rosário Pimentel (aut.), Rodolfo Nogueira da Cruz (aut.), Maria Leonor García da Cruz (aut.), Olinda Kleiman (aut.), Ana Paula Avelar (aut.), Fernando Jorge Oliveira Ribeiro (aut.), Mário Carlos Fernandes Avelar (aut.), Angélica Varandas (aut.), Maria de la Salette da Costa Loureiro (aut.), Margarida Rendeiro (aut.), Raúl Montero Gilete (aut.), Eduardo M. Raposo (aut.), Gonçalo Falcão (aut.), Paulo Simões (aut.), Ana Cristina dos Santos Guerreiro (aut.), Maria da Graça dos Santos Antunes Moreira (aut.), Ana Pereira Neto (aut.), Ana Isabel Runa (aut.), Iuliana Borbely (aut.), Ermanno Aparo (aut.), Liliana Soares (aut.), Paula Maria Vieira Reaes Pinto (aut.), 2021, ISBN 9780429297786
• Idioma: inglés
• Enlaces
  • Texto Completo Libro
• Resumen

  • The present study is presented in the context of social isolation due to the outbreak of the COVID-19 pandemic, which is being experienced not only in Portugal but throughout Europe. This situation forced some Portuguese Higher Education Institutions to innovate their traditional training and teaching/learning models, replacing them with remote (online) emergency teaching models. Given the timeliness and relevance of the study, the aim was to get to know the emotional state of students/adults attending distance and online higher education courses. A mixed approach was chosen to carry out this study, combining the collection of qualitative data with quantitative data. The results tend to reveal the experience of more positive than negative emotions, differing according to several factors. They also suggest the need to continue carrying out studies of this nature, both for students and teachers, as it is an essential indicator of the success of online training models. That is why this study is so emerging and current in the face of our current situation. It may also contribute to lines of work and reflection for future studies in this area.