Research Article
Suthanit Wetcho, Jaitip Na-Songkhla
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep359
ABSTRACT
In the era of a workforce driven by automation and artificial intelligence, social and emotional skills are becoming increasingly relevant to online learning environments. Since social-emotional learning may be defined as a vital component of the learning process in professional instructional design practices, online learners not only need to develop the ability to apply their knowledge, attitudes, and skills but also to understand and manage their emotions. In which setting and achieving positive goals through social interaction, sharing feelings, and developing empathy for others can help with the process. This paper outlines the possibility of using emotion recognition, and social sharing of emotion techniques to support the regulation of emotion in pre-service teacher education. This study aimed to investigate pre-service teachers’ emotion recognition tools acquired by emotion tracker and physiological signals based on their perceptions (without a concrete experience and knowledge). Moreover, the predictive ability was examined along with the relationships between emotion recognition, social sharing of emotion, and emotion regulation. Finally, we investigated emotion adjustment techniques that can be adapted into mobile computer-supported collaborative learning (mCSCL). In this study, 183 pre-service teachers from three different teacher-education institutions in Thailand, were voluntarily participated based on convenience sampling. The results of a self-report via online survey revealed that most pre-service teachers own at least one of the mobile technologies e.g., smartphones, tablets, or laptops. However, there is an increasing number of additional gadgets and wearable devices like EarPods and smartwatches. At the current time, it is nearly impossible to use of the IoT and other wearable devices. According to their subjective impressions in which corresponded to emotion recognition in the scientific literature, Heart rate (HR) and Heart rate variability (HRV) have recognized the most possibilities for emotion detection among physiological signals. Regarding regression analysis, the two-predictor models of emotion recognition and the social sharing of emotion were also able to account for 31% of the variance in emotion regulation, p<.001, R2=.31, and 95% CI [.70, .77]. In addition, the mCSCL applications and the importance of these variables in different collaboration levels are also discussed.
Keywords: social emotional learning, emotion recognition, social sharing of emotion, emotion regulation, mCSCL
Research Article
Suthanit Wetcho, Jaitip Na-Songkhla
CONT ED TECHNOLOGY, Volume 13, Issue 4, Article No: ep319
ABSTRACT
Self-regulation is an essential skill in teacher development, especially for pre-service teachers who need to develop their own self-regulated skills while simultaneously promoting self-regulation in learners. This study outlines a teacher development program in which pre-service teachers participated in a self-regulatory process in a Mobile Computer-Supported Collaborative Learning (mCSCL) online learning environment. Our aim is to fill the existing gap in this area by adding more collaborative learning processes. This study aimed to investigate the predictive effects that self-evaluation to define tasks and goals (at forethought phase) has on self-reflection, which is mediated by collaboration. Furthermore, we have drawn the possibility of embedding collaboration into the socio-emotional note-taking process by using the concept of mCSCL throughout the self-regulated learning process. Data was collected from undergraduate students, working as pre-service teachers, and studying at two institutes in Thailand (N=147), with 17 items of self-regulatory inventory obtained from the original self-regulatory inventory together with 5 other collaboration developed by the author. Structural equation modelling (SEM) analysis was used to confirm a partial mediation model via direct and indirect effects. Later the path analysis, the qualitative data is acquired to re-design the socio-emotional collaborative note-taking on mCSCL tools during the self-regulatory learning process, corresponding with the model testing phase according to the previous study by a semi-structure interview with 5 pre-service teachers. The results proved that collaboration was found to be a significant partial mediator of self-evaluation and self-reflection, in accordance with the empirical data. With our findings we were able to design a socio-emotional collaborative note-taking activity in the mCSCL setting. We proposed collaborative note-taking activities which collaboration procedure is highlighted throughout 3 phases: collaboration in pre-performance (recording ideas and planning), collaboration during the performance (sharing and brainstorming, support and seeking helps), and collaboration in post-performance (reflecting and evaluating) in which the activity was taking place between instructors and peers during supervision period.
Keywords: self-regulation, collaborative-notetaking, MCSCL, socio-emotional, teacher development