EMOTIONAL FEEDBACK IN ELEARNING INNOVATIVE DESIGNS IN THE ROMANIAN UNIVERSITY PROGRAM
Keywords:
elearning design, FER, emotional feedback, basic emotions, emotional engagement,Abstract
Current literature indicates low levels of correlation between science students and
emotional engagement during course interactions. While students enrolling
humanistic courses tend to display higher levels of correlation with emotional states,
it becomes important to identify the extent to which these classifications are gender
related. The current investigation will address the first section, and will look at how
gender influences emotional engagement of students enrolled in IT courses in a
Romanian University. The literature to date highlights a positive correlation
between female emotional feedback and academic engagement and a neutral or
negative correlation between male students and academic engagement. To advance
the discussion, a survey exploring factors of emotional predisposition has been
emailed to students enrolled in a graduate programme at the University of Aurel
Vlaicu, Arad. It is being hypothesized that gender has a determining influence on
emotional relevance, and that results will indicate that academic engagement grows
exponentially with female emotional feedback.
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