IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v13y2021i17p9716-d625110.html
   My bibliography  Save this article

The Role of e-Tutor Competencies in Postgraduate e-Learning Courses: Spotlight on Emotion Management

Author

Listed:
  • Elisabeth Bustos-Contell

    (Accounting Department, University of Valencia, 46010 Valencia, Spain)

  • Luis Porcuna-Enguix

    (Economics and Social Sciences Department, Centre for Research in Business Management (CEGEA), Universitat Politècnica de València, 46022 Valencia, Spain)

  • José Serrano-Madrid

    (Accounting and Financial Economics Department, University of Murcia, 30100 Murcia, Spain)

  • Gregorio Labatut-Serer

    (Accounting Department, University of Valencia, 46010 Valencia, Spain)

Abstract

The role of e-learning in the existing and challenging educational era is crucial. However, it is necessary to overcome some drawbacks such as feelings of isolation and a lack of emotional contact. In this sense, emotion management is a key driver of student satisfaction in e-learning, which is significantly related to students’ motivation, learning, cognitive strategies, self-regulation, and personality antecedents in the classroom. This article examines an online postgraduate course in financial statements auditing, describing the resources used by the e-tutor to conduct affective tutorials, reduce students’ feelings of isolation, increase student involvement, and achieve success in e-learning. The results of a survey administered to 125 students over the period 2015 to 2020 indicate that students who receive emotional support have higher levels of satisfaction with the course in terms of all satisfaction indicators. In addition, female e-learning students are more satisfied with intensive e-tutor monitoring overall but are less gratified by non-face-to-face e-tools. Our study responds to the calls in the 2021–2027 Digital Education Action Plan to improve and reset education and training for the digital age.

Suggested Citation

  • Elisabeth Bustos-Contell & Luis Porcuna-Enguix & José Serrano-Madrid & Gregorio Labatut-Serer, 2021. "The Role of e-Tutor Competencies in Postgraduate e-Learning Courses: Spotlight on Emotion Management," Sustainability, MDPI, vol. 13(17), pages 1-13, August.
  • Handle: RePEc:gam:jsusta:v:13:y:2021:i:17:p:9716-:d:625110
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/13/17/9716/pdf
    Download Restriction: no

    File URL: https://www.mdpi.com/2071-1050/13/17/9716/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Ruo-Lan Liu & Yu-Chi Li, 2020. "Action Research to Enrich Learning in e-Tutoring for Remote Schools," Systemic Practice and Action Research, Springer, vol. 33(1), pages 95-110, February.
    2. Miroslava Raspopovic & Aleksandar Jankulovic, 0. "Performance measurement of e-learning using student satisfaction analysis," Information Systems Frontiers, Springer, vol. 0, pages 1-12.
    3. Miroslava Raspopovic & Aleksandar Jankulovic, 2017. "Performance measurement of e-learning using student satisfaction analysis," Information Systems Frontiers, Springer, vol. 19(4), pages 869-880, August.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Wala Bagunaid & Naveen Chilamkurti & Prakash Veeraraghavan, 2022. "AISAR: Artificial Intelligence-Based Student Assessment and Recommendation System for E-Learning in Big Data," Sustainability, MDPI, vol. 14(17), pages 1-22, August.
    2. J. Vicente Tébar-Rubio & F. Javier Ramírez & M. José Ruiz-Ortega, 2023. "Conducting Action Research to Improve Operational Efficiency in Manufacturing: The Case of a First-Tier Automotive Supplier," Systemic Practice and Action Research, Springer, vol. 36(3), pages 427-459, June.
    3. Xiu-Kin Loh & Voon-Hsien Lee & Xiu-Ming Loh & Garry Wei-Han Tan & Keng-Boon Ooi & Yogesh K. Dwivedi, 2022. "The Dark Side of Mobile Learning via Social Media: How Bad Can It Get?," Information Systems Frontiers, Springer, vol. 24(6), pages 1887-1904, December.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:13:y:2021:i:17:p:9716-:d:625110. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.