Perceptions of tutors and students on affectivity and conflict mediation in an elearning course for the Brazilian police
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| Format: | Artículo científico |
| Language: | en |
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Asociación Iberoamericana de Educación Superior a Distancia
2017
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| _version_ | 1876456860980084736 |
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| author | André Tenório |
| author_facet | André Tenório |
| contents | Perceptions of tutors and students on affectivity and conflict mediation in an elearning course for the Brazilian police André Tenório Tania Loos Thaís Tenório Educación tutor student learning conflict affectivity Conflicts are inherent to human relations and should not be ignored; however, they are a lesser component in e-learning discussion. The role of the tutor and the importance of affectivity in conflict mediation in a course offered to Military Police sergeants of a Brazilian state were studied. The perceptions of seven tutors and sixty-four students were collected in a questionnaire prepared with Google Forms. For those subjected to it, conflicts in the virtual learning environment were not common, probably due to the fact that the interactions between students and tutors were considered respectful and friendly. Nevertheless, they expressed their views on which actions were expected in the event of a conflict. In the event of a conflict between students, the tutor should act as a mediator, in an impartial, friendly and firm manner; in a studentandtutor event, one should seek conciliation and consensus through dialogue, although the placement of a temporary mediator was considered unnecessary. Both tutors and students felt that affectivity would help reduce or mediate conflicts. In the understanding of the students, keeping relations based on ethics and on mutual acceptance and respect would mitigate conflicts between colleagues. Friendliness was chosen as the most important social-affective competence a tutor should rely on in conflict mediation. 2017 artículo científico 1138-2783 https://www.redalyc.org/articulo.oa?id=331450972012 https://www.redalyc.org/journal/3314/331450972012/ https://www.redalyc.org/journal/3314/331450972012/html/ https://www.redalyc.org/journal/3314/331450972012/331450972012.epub https://www.redalyc.org/journal/3314/331450972012/movil en http://www.redalyc.org/revista.oa?id=3314 RIED-Revista Iberoamericana de Educación a Distancia application/pdf Asociación Iberoamericana de Educación Superior a Distancia RIED-Revista Iberoamericana de Educación a Distancia (España) Num.1 Vol.20 |
| format | Artículo científico |
| id | redalyc_331450972012 |
| institution | Redalyc |
| language | en |
| publishDate | 2017 |
| publisher | Asociación Iberoamericana de Educación Superior a Distancia |
| spellingShingle | Perceptions of tutors and students on affectivity and conflict mediation in an elearning course for the Brazilian police André Tenório Educación tutor student learning conflict affectivity Perceptions of tutors and students on affectivity and conflict mediation in an elearning course for the Brazilian police André Tenório Tania Loos Thaís Tenório Educación tutor student learning conflict affectivity Conflicts are inherent to human relations and should not be ignored; however, they are a lesser component in e-learning discussion. The role of the tutor and the importance of affectivity in conflict mediation in a course offered to Military Police sergeants of a Brazilian state were studied. The perceptions of seven tutors and sixty-four students were collected in a questionnaire prepared with Google Forms. For those subjected to it, conflicts in the virtual learning environment were not common, probably due to the fact that the interactions between students and tutors were considered respectful and friendly. Nevertheless, they expressed their views on which actions were expected in the event of a conflict. In the event of a conflict between students, the tutor should act as a mediator, in an impartial, friendly and firm manner; in a studentandtutor event, one should seek conciliation and consensus through dialogue, although the placement of a temporary mediator was considered unnecessary. Both tutors and students felt that affectivity would help reduce or mediate conflicts. In the understanding of the students, keeping relations based on ethics and on mutual acceptance and respect would mitigate conflicts between colleagues. Friendliness was chosen as the most important social-affective competence a tutor should rely on in conflict mediation. 2017 artículo científico 1138-2783 https://www.redalyc.org/articulo.oa?id=331450972012 https://www.redalyc.org/journal/3314/331450972012/ https://www.redalyc.org/journal/3314/331450972012/html/ https://www.redalyc.org/journal/3314/331450972012/331450972012.epub https://www.redalyc.org/journal/3314/331450972012/movil en http://www.redalyc.org/revista.oa?id=3314 RIED-Revista Iberoamericana de Educación a Distancia application/pdf Asociación Iberoamericana de Educación Superior a Distancia RIED-Revista Iberoamericana de Educación a Distancia (España) Num.1 Vol.20 |
| title | Perceptions of tutors and students on affectivity and conflict mediation in an elearning course for the Brazilian police |
| topic | Educación tutor student learning conflict affectivity |
| url | https://www.redalyc.org/articulo.oa?id=331450972012 https://www.redalyc.org/journal/3314/331450972012/ https://www.redalyc.org/journal/3314/331450972012/html/ https://www.redalyc.org/journal/3314/331450972012/331450972012.epub https://www.redalyc.org/journal/3314/331450972012/movil |