Abstract
The implementation of online learning in schools has greatly affected learners’ socio-emotional intelligence. Before the pandemic and the COVID-19 lockdown, learners were accustomed to face-to-face classes. Furthermore, learners relied on social and emotional interaction with their peers to assist in the growth of their socio-emotional intelligence. However, when face-to-face classes were placed on hold, and online learning was implemented, the development and maintenance of the learners’ socio-emotional intelligence were affected. This research aimed to study the educators’ views of how virtual learning affected learners’ socio-emotional intelligence.
The study employed a qualitative approach to explore educators’ perspectives of the effects of virtual learning on learners’ socio-emotional intelligence. The research was unique as it was conducted during the COVID-19 pandemic, and the sampled population was taken from a private school and the results may therefore only be relevant to these individuals. The sample consisted of ten educators who specialised in different subjects. The total sample comprised of five male educators and five female educators respectively. The female educators who were interviewed generally expressed how seriously they took their job, how important they valued obedience but above all else, were understanding of the challenges learners faced outside of the classroom. The five male educators were more relaxed than the female educators. The males created a more open and stress free environment because they themselves were not too strict.
This study identified the complexities of social interaction and how the lockdown-induced isolation impacted learners on a socio-emotional level. Educators’ observations highlighted how limited social interaction resulted in socially withdrawn learners. Furthermore, the evidence from this research informed the discussion concerning the effects that online learning had on both educators and learners. The feedback loop, communication, and interactive lessons became difficult between educators and learners. Online learning further contributed to learners’ lack of physical interaction and emotional responses.
Lastly, this study contributed to the study of socio-emotional intelligence and the understanding of how learners develop their socio-emotional intelligence. The findings
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also highlighted the effects that COVID-19 has had on the education system and the implementation of online learning.
Keywords: Social intelligence, emotional intelligence, socio-emotional intelligence, COVID-19, virtual learning, online learning, learners, educators, classroom interaction.