Abstract
The aim of this study was to examine the socioemotional well-being of students in higher education and educators who are engaged in virtual learning environments. To ensure a comprehensive understanding of the research topic, a sequential mixed-method approach was utilized. The study commenced with gathering qualitative data through semi-structured interviews, which were then subjected to thematic analysis to identify recurring patterns. Subsequently, quantitative techniques, such as Natural Semantic Networks, were applied to analyze the interview data statistically. The study included a sample of 50 participants, consisting of 30 students and 20 educators, who were affiliated with a private online university located in Lima, Peru. The data was analyzed using descriptive statistics and Grounded Theory elements. The findings showed inconsistencies in emotions among teachers and diverse emotions among students, with satisfaction, uncertainty, and tension being the most commonly reported emotions. The study highlights the importance of promoting socioemotional well-being, which is crucial for human development, and can be achieved by implementing appropriate strategies and resources. This research suggests that promoting well-being through such strategies can help mitigate the negative impacts of virtual education on mental health and facilitate positive academic outcomes.
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The authors would like to thank the educators who participated in this research. This study has been supported partly by the Universidad Peruana de Ciencias Aplicadas (UPC).
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Palomino-Flores, P., Cristi-López, R., Paul, D. (2023). Beyond the Screen: Exploring the Impact of Virtual Learning on the Socioemotional Well-Being of University Students and Educators. In: Mesquita, A., Abreu, A., Carvalho, J.V., Santana, C., de Mello, C.H.P. (eds) Perspectives and Trends in Education and Technology. ICITED 2023. Smart Innovation, Systems and Technologies, vol 366. Springer, Singapore. https://doi.org/10.1007/978-981-99-5414-8_50
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