Social-Emotional Learning of Online Graduate Students in Education Programs: Competencies and Challenges

• In Event: AERA Poster Session Thursday 4:15pm
  In Poster Session: Trends and Issues in Online Teaching and Learning

Abstract

The current study examined the social-emotional learning (SEL) skills of 75 students enrolled in asynchronous online graduate programs in education at a Midwestern U.S. university. Using a convergent mixed-methods design that combined closed-ended and open-ended survey items, the study examined how online graduate students perceive and report their SEL competencies and how these relate to their academic and personal experiences. Exploratory factor analysis (EFA) identified core underlying SEL dimensions, while qualitative analysis provided contextualized insights that deepened understanding of their online learning experiences. The combined findings highlight the unique complexity of SEL among online graduate students in education programs and suggest the need to strategically support their social-emotional well-being and academic success by fostering both interpersonal and intrapersonal SEL competencies.

Authors

• Hyonsuk Cho, University of North Dakota

• Hyun-Sook Kang, University of Illinois at Urbana-Champaign

• Eunjee Jang, University of Wisconsin - River Falls