Experiences of Instructors in Online Learning Environments: Identifying and Regulating Emotions

• In Event: Poster Session 16
  In Poster Session: Online Teaching and Learning: Faculty Development

Abstract

In an effort to expand existing research on the barriers instructors experience in online learning environments (OLEs), a qualitative study was conducted at a large mid-Atlantic university. Six instructors teaching in different OLE formats (e.g., asynchronous, hybrid, and synchronous via videoconferencing) participated in two focus groups in order to explore their emotional experiences and ways to regulate the emotions when teaching in OLEs. The overarching themes included emotions of feeling (a) restricted, (b) stressed, (c) devalued, (d) validated, (e) intrigued and liberated. The article also provides practical strategies on how participating instructors attempted to manage the challenging emotions. A consensus among all participants is that continuous dialogue in a community of practice about strategies to enhance OLEs is imperative.

Authors

• Kelley Sarah Regan, George Mason University

• Anya S. Evmenova, George Mason University

• Pamela Hudson Baker, George Mason University