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Emotional interaction as a facilitator of IT-enhanced distance education

Liberal Arts in Russia. 2021. Vol. 10. No. 3. Pp. 162-174.
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License: Creative Commons Attribution-ShareAlike 4.0
https://doi.org/10.15643/libartrus-2021.3.3
Melnichuk M. V.
Financial University under the Government of the Russian Federation
49 Leningradsky Avenue, GSP-3, 125993 Moscow, Russia
Email: mvmelnichuk@fa.ru
Belogash M. A.
Financial University under the Government of the Russian Federation
49 Leningradsky Avenue, GSP-3, 125993 Moscow, Russia

Abstract

Academic socialization and academic success of university students in the context of IT-enhanced distant learning is the object of regard for educators and psychologists. Since affective and cognitive functions of the brain are inextricably integrated into the information processing system, emotional intelligence competences as the skills of regulating and using emotions as a guide to action have obtained a discrete role in the successful realization of the cognitive potential. Owing to the limitations of physical and mental interaction of students with the teacher and each other, emotionally resilient, positive-minded, empathic and motivated students are best adapted to IT-enhanced distant learning. Pedagogical expertise, mental and emotional flexibility of teachers ensure the adequate choice of collaborative learning techniques as a methodological support for creating a positive emotional context. The authors conclude that the efficiency of the collaborative learning models is conditional on the level of emotional intelligence competences of students. The development of emotional intelligence gives the opportunity for effective IT-enhanced distant learning.

Keywords

  • • emotional intelligence
  • • IT-enhanced distant learning
  • • academic socialization
  • • emotional intelligence competences
  • • collaborative learning

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