This research study, undertaken in an all girls‘ secondary school in London, brings to light different approaches by which a Virtual Learning Environment (VLE) may be adopted in order to support the development of students‘ Emotional Intelligence. It examined the views and experiences of 35 teachers (10 of whom were key informants); 5 teaching assistants; 150 students and 2 VLE Content Developers. Drawing upon data obtained from questionnaires, interviews and focus group discussions, findings of the study indicate that the strategic adoption of VLE tools for use in discussion forums, homework support and feedback, amongst others, can help in boosting secondary school students‘ self-confidence, self-awareness, self-regulation, empathy and motivation to use VLE resources. Furthermore, the argument is made, that developing students‘ Emotional Intelligence through the use of online learning tools can lead to the attainment of emotionally intelligent face-to-face classroom environments and hence positive learning outcomes. Based on a process of inductive reasoning, a framework for supporting teachers in developing their students‘ Emotional Intelligence through VLEs is subsequently proposed and its enablers as well as inhibitors discussed. Finally, whilst emphasising that the use of VLEs to promote Emotional Intelligence is eminently generalisable, the limitations of case study research studies such as this one are acknowledged. Hence, it is recommended that future research in this area is undertaken in different contexts so that a more holistic picture is obtained.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:600487 |
| Date | January 2013 |
| Creators | Donkor, Felix Yamoah |
| Contributors | Toplis, R.; Collins, S.; Taylor, A. |
| Publisher | Brunel University |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://bura.brunel.ac.uk/handle/2438/8336 |
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