在不同环境中举办的远程教育课程对讲师情绪的影响
1Applied Sciences Faculty, Information Management Systems Department, Akdeniz University, Antalya, Turkey.
PloS one
|January 26, 2024
概括
在远程教育课程中,教师的负面情绪最初会上升,然后下降,而积极的情绪会在以后增加. 家庭环境比电子工作室更能促进幸福感,影响教师的幸福感.
科学领域:
- 教育技术的教育技术
- 心理学 心理学 心理学
- 人与计算机的交互
背景情况:
- 远程教育在很大程度上依赖于教师的参与和情绪状态.
- 了解教学环境对教师情绪的影响对于有效的在线学习至关重要.
研究的目的:
- 调查远程教育教师的情绪状态.
- 分析教学环境 (电子工作室与家庭) 对教师情绪的影响.
主要方法:
- 使用面部动作编码系统 (FACS) 进行计算机辅助分析.
- 通过使用微软面部识别API,分析了来自五名教师的43,292张面部图像.
- 量化了在线课程中表达的面部图像中的七种基本情绪.
主要成果:
- 电子工作室的负面情绪在课程开始和结束时达到顶峰,在课程中期下降.
- 随着课程的进展,电子工作室的积极情绪增加了.
- 家庭环境显示负面情绪减少,积极情绪增加,幸福感显著增加.
- 愤怒是唯一一个在家庭和电子工作室环境之间没有显著差异的情绪.
结论:
- 教学环境在远程教育期间显著影响教师的情绪状态.
- 家庭环境似乎更有利于积极的情绪,比如教师的幸福感.
- 调查结果可以为提高教师心理健康和远程教育有效性的策略提供信息.
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