Emotions in response to teaching online: Exploring the factors influencing teachers in a fully online university

Citation:
Badia, Antoni, Consuelo García, and Julio Meneses. "Emotions in response to teaching online: Exploring the factors influencing teachers in a fully online university." (Submitted).

Abstract:

In recent years there has been growing interest in the study of emotions in teaching. The aim of this paper is to provide an overview of the emotions associated with online teaching and the factors affecting individual instructors’ emotions in response to teaching online, particularly in a fully online university. Nine hundred sixty-five (965) online instructors belonging to the Universitat Oberta de Catalunya (www.uoc.edu) were surveyed. The dependent variables include three emotions in regard to teaching online: the value of teaching online, the comfort of teaching online, and the dynamism of teaching online. The explanatory variables are individual teacher variables. Multiple regression analyses were used to make inferential judgments and test the effects of the independent variables. Findings suggest that gender, field of study, online teaching dedication, teacher roles in teaching online, and approaches to teaching online can trigger a particular kind of emotion in regard to teaching online.