Affectivity in distance education

Abstract

This article sought to deepen the understanding of the influence of affectivity in Distance Education (DE), exploring the intersection between this dimension, Contemporary Pedagogical Theories, and Educational Technologies. The main objective was to analyze how these elements converge to shape the student's experience in the DE modality, aiming to provide valuable insights for more effective and student-centered educational practices. The topic was succinctly addressed, divided into specific sections to explore crucial nuances. The theoretical framework encompasses Educational Psychology, Contemporary Pedagogical Theories, and the potential of Educational Technologies, providing a solid theoretical foundation. In the methodology, a bibliographic approach was chosen, conducting a critical review of specialized literature. The careful selection and analysis of relevant sources allowed for a holistic understanding of the topics, providing the construction of well-founded arguments. The results indicate the importance of strategically integrating affectivity, Contemporary Pedagogical Theories, and Educational Technologies in DE. The analysis highlights tools such as discussion forums, personalized feedback, and adaptive platforms as valuable instruments to strengthen the affective dimension and promote a more humane and effective learning experience. The conclusion not only summarizes the main results but also emphasizes the practical relevance of these findings in the context of DE, offering suggestions for future research and educational innovations. This study contributes to the continuous understanding and improvement of DE, considering the complex interactions between affectivity, pedagogical theories, and educational technologies.