The use of digital means of expressing emotions by students in conditions of remote interaction with the teacher

Abstract

Introduction. The widespread dissemination of distance learning offers the challenge of rethinking the usual approaches to the educational process to teachers and psychologists. The significance of the influence of the emotional component in the process of interaction between the teacher and students does not cause doubts. Meanwhile, it raises many questions to preserve the emotional side of the interaction of participants in distance learning. The purpose of the study is to identify the specifics of the use of educational digital means of expressing emotions under remote interaction with the teacher. Materials and methods. The selection of the study includes the students of the Ural State Pedagogical University in the amount of 75 people (focus group – 31, interviews – 44). At the first stage of the study, the Focus Group method and the interview method were applied to obtain the information on the specifics of the use of educational digital means of expressing emotions in a digital environment. The method of high-quality content analysis was used to obtain data, since the encoding categories were formed as a result of an analysis of empirical material. The multidimensional scale method in the Statistica 10 program was used to process the data obtained. Research results. Mathematical and statistical analysis of the pre-composed matrix of pairwise differences according to the method of multidimensional scaling gave a 2-scale solution. The results of the 1st scale show that on one pole, the following responses of students were close in distance: "The fact of expression of emotions with VC" (-1.19), "Expression of agreement with the assessment" (-1.10), "will not ask about the reasons of assessment"(-1.00), "expression of disagreement with an assessment" (-0.99), "Message to the teacher about what happened" (-0.94). On the opposite pole of the 1st scale, the following answers were grouped up: "Do not use MEE in the EPC situations" (1.30), "do not show emotions to the EPC" (1.15), "will take active actions to identify causes of problems" (1.14), "Restraint of the expression of emotions with the VC" (1.00), "the desire to know the cause of such an assessment" (0.87). On the negative pole of the 2nd scale, the responses of the students were distributed as follows: "Use the EPC in EPCs in situations associated with activities" (-1.11), "will not express emotions in a situation where they were highly evaluated than expected" (- 1.06), "Written speech to express emotions" (-0.95), "pictures / memes" (-0.94), "Formatting text (size, color, font format, etc.)" (-0, 88). Answers on the opposite pole of the 2nd scale: "Do not express emotions with VC" (1.21), "writing the text with uppercase (capital) letters" (1.13), "Smiley (Emodi)" (0.93), "Means of expression: smiles, punctuation marks, words" (0.90), "Desire to change the rating" (0.88), "Direct expression of emotions" (0.82), "Expression of emotions by means of gesticulation" (0.80). Comparison of the criteria selected by the method of multidimensional scaling to each other form 4 spaces within the framework of which all the options for respondents were distributed as follows: "Openness in the interaction" / "closedness in interaction", "orientation to activity in interaction" / "Orientation to attitudes in interaction". Conclusion. In the process of the study, eight positions were identified as sustainable systems of relationships of students to certain parties of the educational process, determining the use of digital means of expressing emotions: "rationalization", "formalization", "control", "denial", "adoption", "inclusion", " immediateness", "acting". The results obtained can be used as a basis for creating methodological recommendations to educators to form new competencies in the field of pedagogical interaction with students in a digital environment, based on the degree of openness / closedness of students in communications, as well as from what they are more oriented to the process of interaction with the teacher is to maintain / express a relationship or activities.