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Emotional Intelligence Modelling in Distance Education

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dc.contributor.author Williams, Aprile
dc.date.accessioned 2020-07-06T21:57:00Z
dc.date.available 2020-07-06T21:57:00Z
dc.date.issued 2020-04-28
dc.identifier.uri http://hdl.handle.net/20.500.12264/280
dc.description.abstract This presentation will provide participants with strategies to model emotional intelligence (EI), through the understanding of the education model of Transformative Emotional Intelligence (TEI), to assist students in their EI development. The three TEI skills this presentation will focus on are self-awareness, stress-management, and drive strength. Through the discovery of EI and the development of EI skills, specifically self-awareness, instructors assist learners with engagement and find learning to be personally meaningful, which allows them to focus more easily on healthy and successful outcomes (Nelson, Low, & Hammett, 2017). According to Majeski et al. (2017), EI skills are directly linked with elements of teacher presence, social presence, and cognitive presence, and are integral to engendering successful online learning environments. Because students who possess increased levels of the EI skills of stress-management and drive-strength do better in higher education environments, instructors who model those skills in the online post-secondary learning environments may enhance student success by teaching EI through their example (Buzdar et al., 2016; Lanciano & Curci, 2014; Nelson et al., 2017; Stillman et al., 2018). Buzdar, Ali, and Tariq (2016) concluded the prevalence of EI has a significant effect on students’ readiness. More recently researchers have suggested that EI is related to increased self-awareness of adult learners, and facilitates rapport building that enhances chances for success in online learning (Ebrahimi, Khoshsima, & Zare-Behtash, 2018; Nelson, Low, & Hammett, 2017). en_US
dc.language.iso en en_US
dc.title Emotional Intelligence Modelling in Distance Education en_US
dc.type Presentation en_US

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