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Article

Teaching Sentiment in Emergency Online Learning—A Conceptual Model

1
ISLA Santarém, Largo Candido dos Reis, 2000-241 Santarém, Portugal
2
Sport Sciences School of Rio Maior, Polytechnic Institute of Santarém, 2040-413 Rio Maior, Portugal
*
Author to whom correspondence should be addressed.
Academic Editor: Han Reichgelt
Educ. Sci. 2021, 11(2), 53; https://doi.org/10.3390/educsci11020053
Received: 13 January 2021 / Revised: 25 January 2021 / Accepted: 27 January 2021 / Published: 30 January 2021
(This article belongs to the Special Issue New Research and Trends in Higher Education)
Due to the COVID-19 pandemic, higher education institutions with a face-to-face model have found themselves in the contingency of migrating to online learning. This study explores the perspective of all the lecturers at a Portuguese private higher education institution who were invited to participate, regardless of their research area, in this questionnaire. It aims to propose and test a conceptual model that combines attitudes, preferred activities, and technological experience with the sentiment about the impact of this experience on students’ learning process, on their teaching activity, and on the strategy of higher education institutions. An online questionnaire was conducted to 65 lecturers engaging in emergency online lecturing. The obtained results showed that lecturers reveal a positive attitude towards online lecturing, tend to prefer activities in which they feel most comfortable in face-to-face lecturing, and consider having technological experience useful for online activities. Lecturers have a positive sentiment about the impact of online learning on students’ learning, their faculty career, and the strategy of higher education institutions. The proposed conceptual model test shows that the model has well-fitting conditions. The results confirm the hypotheses formulated: namely, the predictive effect of attitude, preferred activities, and technological experience on sentiment. Faculty engagement in emergency online lecturing shows that the members are available to participate in the changing process, and the proposed conceptual model can be used to assess this readiness. View Full-Text
Keywords: COVID-19; emergency online learning; emergency online teaching; higher education; lecturers; online learning; Portugal; sentiment analysis COVID-19; emergency online learning; emergency online teaching; higher education; lecturers; online learning; Portugal; sentiment analysis
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MDPI and ACS Style

Martinho, D.; Sobreiro, P.; Vardasca, R. Teaching Sentiment in Emergency Online Learning—A Conceptual Model. Educ. Sci. 2021, 11, 53. https://doi.org/10.3390/educsci11020053

AMA Style

Martinho D, Sobreiro P, Vardasca R. Teaching Sentiment in Emergency Online Learning—A Conceptual Model. Education Sciences. 2021; 11(2):53. https://doi.org/10.3390/educsci11020053

Chicago/Turabian Style

Martinho, Domingos, Pedro Sobreiro, and Ricardo Vardasca. 2021. "Teaching Sentiment in Emergency Online Learning—A Conceptual Model" Education Sciences 11, no. 2: 53. https://doi.org/10.3390/educsci11020053

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