The aim of this paper is to understand the emotions associated with the experience of teaching online in an online university and the factors that influence these emotions. A total of 965 online teachers at the Universitat Oberta de Catalunya (www.uoc.edu) were surveyed. Three emotions linked to teaching online were identified: satisfaction, relief and pleasure. Multiple regression analyses were used to make inferential judgments and test the effects of the teachers’ demographic and professional variables. Findings suggest that satisfaction is associated with the instructional design and learning support roles and with the knowledge building approach (KBA); relief is inversely related to the content acquisition approach; and pleasure is linked to variables such as academic background and amount of online teaching hours, as well as the KBA. The practical implications of these results are discussed.
Abbreviations: UOC: Universitat Oberta de Catalunya; KMO: Kaiser-Meyer Olkin; PCA: Principal component analysis; KBA: Knowledge building approach; CAA: Content acquisition approach; CLA: Collaborative learning approach; SIR: Social interaction role; IDR: Instructional design role; TUR: Technology use role; LAR: Learning assessment role; LSR: Learning support role.