Emotional perception of the teacher-tutor in the learning process Percepción emocional del docente- tutor en el proceso de aprendizaje Higher education students in distance modality

Abstract

The results of the investigation are presented about the perception that the teacher has (called tutor in virtual learning environments) about the emotions that are linked to learning in distance learning students in a higher education institution located in the city from Bogotá, Colombia. The way in which emotional competencies intervene in the teaching work is described and the recognition of emotions in relation to the learning environments of the modality is promoted. The context that supports the need for research in the distance modality, starts from the transformations of interests, roles and attitudes that converge in the educational systems that institutions welcome, which implies the transformation and resignification of the teacher's role in the modality. This is a qualitative type of research, where the categorical analysis process was completed in the second semester of 2019, based on data collection using two previously designed tools (interview and focus group), with the intention of describing the importance of emotional awareness and identify which are the possible emotions that are perceived as obstacles or strategies that facilitate learning processes and what are the relationships that the teacher - tutor establishes with them. It was found that for the teacher-tutor the emotions that are significant in the learning process in distance education students are joy, fear, confusion and anger, without clearly differentiating them from virtual and face-to-face environments; and the emotions that they consider should be promoted are: satisfaction, enthusiasm, empathy and well-being. This process implies an understanding of the teacher - tutor and a posture that allows them to generate enriching learning experiences in the educational panorama from the environments and processes of interaction allowing students to recognize and acquire new learning to recognize the complexity of the emotions involved.