Rodríguez-Galván Lilia Carolina, Abbas Asad, Ar Anil Yasin, Garza-González Beatriz, Alonso-Galicia Patricia Esther
School of Business, Tecnológico de Monterrey, Querétaro, Mexico.
Faculty of Informatics, Universidad Autónoma de Querétaro, Querétaro, Mexico.
Univers Access Inf Soc. 2022 Nov 13:1-10. doi: 10.1007/s10209-022-00943-2.
The COVID-19 pandemic forced higher education institutions to alter how they offer classes at an unprecedented pace. Due to ambiguities and lockdown restrictions, the transition phase negatively impacted students' and professors emotions. As a result, lecturers had to cope with unfamiliar online class teaching responsibilities and develop new teaching dynamics. This work aims to analyze one of the most adversely affected procedures of teaching, the written feedback provided to students. This research strives to explore whether the professors' feedback style altered from face-to-face education to online education on digital platforms during the COVID-19 restrictions. This exploratory-design study uses a mixed methodology to explain the subject on hand based on data collected from 117 undergraduate students. Sentiment lexicographers are utilized to address and identify the emotions expressed in the texts. Trust was the most frequent emotion expressed in face-to-face and online courses. It is also observed that the sentiments of joy and sadness changed significantly among online and face-to-face groups based on the professors' feedback style and approach. Finally, the study reveals that the joy words and the sadness words associated with the learning process are the most commonly utilized sentiments. This study suggests that when the courses transitioned from face-to-face to online learning, the professors' feedback changed to a more positive feeling that expressed appreciation for the students' work, encouraging them to strive for their complete academic development, and usher them into a better learning environment.
新冠疫情迫使高等教育机构以前所未有的速度改变授课方式。由于存在不确定性以及封锁限制，过渡阶段对学生和教授的情绪产生了负面影响。因此，讲师们不得不应对陌生的在线课程教学职责，并形成新的教学动态。这项工作旨在分析教学过程中受影响最严重的环节之一，即向学生提供的书面反馈。本研究力图探究在新冠疫情限制期间，教授们的反馈方式是否从面对面教学转变为在数字平台上的在线教学。这项探索性设计研究采用混合方法，基于从117名本科生收集的数据来阐释手头的主题。情感词典编纂法被用于处理和识别文本中表达的情感。信任是在面对面课程和在线课程中表达最频繁的情感。研究还发现，基于教授的反馈方式和方法，在线组和面对面组中喜悦和悲伤的情绪发生了显著变化。最后，研究表明，与学习过程相关的喜悦词汇和悲伤词汇是最常用的情感表达。这项研究表明，当课程从面对面学习转变为在线学习时，教授们的反馈变得更加积极，表达了对学生作业的赞赏，鼓励他们追求全面的学业发展，并引导他们进入更好的学习环境。
