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RESEARCH PRODUCT

The Role of e-Tutor Competencies in Postgraduate e-Learning Courses: Spotlight on Emotion Management

Elisabeth Bustos-contellJosé Serrano-madridGregorio Labatut-sererLuis Porcuna-enguix

subject

media_common.quotation_subjectE-learning (theory)Geography Planning and DevelopmentTJ807-830AuditManagement Monitoring Policy and LawTD194-195E-learning:CIENCIAS ECONÓMICAS [UNESCO]Renewable energy sourcesComputingMilieux_COMPUTERSANDEDUCATIONPersonalityGE1-350TUTORStudent satisfactionmedia_commoncomputer.programming_languageMedical educationInteractive tutorialEnvironmental effects of industries and plantsRenewable Energy Sustainability and the EnvironmentEmotion managementCognitionUNESCO::CIENCIAS ECONÓMICASEnvironmental sciencesFeelingAction planIsolation (psychology)ECONOMIA FINANCIERA Y CONTABILIDADPsychologycomputer

description

The role of e-learning in the existing and challenging educational era is crucial. However, it is necessary to overcome some drawbacks such as feelings of isolation and a lack of emotional contact. In this sense, emotion management is a key driver of student satisfaction in e-learning, which is significantly related to students’ motivation, learning, cognitive strategies, self-regulation, and personality antecedents in the classroom. This article examines an online postgraduate course in financial statements auditing, describing the resources used by the e-tutor to conduct affective tutorials, reduce students’ feelings of isolation, increase student involvement, and achieve success in e-learning. The results of a survey administered to 125 students over the period 2015 to 2020 indicate that students who receive emotional support have higher levels of satisfaction with the course in terms of all satisfaction indicators. In addition, female e-learning students are more satisfied with intensive e-tutor monitoring overall but are less gratified by non-face-to-face e-tools. Our study responds to the calls in the 2021–2027&nbsp

yearjournalcountryeditionlanguage
2021-08-30
10.3390/su13179716https://doi.org/10.3390/su13179716