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Sir Philip Sidney’s words quoted in the title envisaged the general all-encompassing idea that teaching and learning should go hand in hand with positive emotions. Several education experts have pointed out that emotions are directly associated with and affect learning performance. Emotion and cognition are strongly interrelated processes, meaning that thought is imbued with emotion and vice versa. In a learning context, motivation, the direction of attention, the stored contents and how they will be understood and retrieved will be influenced by an emotional component. Therefore, students’ emotional state and learning are strongly intertwined. In the case of second language acquisition, feelings and emotions assume particular relevance, as has been amply demonstrated. Language influences how we think, interact, apprehend our surroundings, and feel and express our emotions. The alterity produced (and that underlies) communication in a second language contains a vast number of emotions, both positive and negative, which are also present in a classroom, whether onsite or online. Garrett & Young (2009), Bown & White (2010), Lopez & Aguilar (2013), among others, demonstrated the determining role of emotions and theoretical analysis of their importance in understanding bi- and/or plurilingualism. Studies on online second language acquisition using synchronous communication concluded that sets of positive emotions, with corresponding negative emotions, might be relevant to learning, namely anxiety- confidence, boredom – fascination, frustration – euphoria, and discouragement – enthusiasm. This paper aims to identify the emotional state of second language students in an online (e-learning) environment (totally asynchronous) and to analyse whether there are differences between the emotions experienced in a face-to-face learning model and an online learning system. It is also the purpose of our paper to detect any emotional variations according to gender and age. A questionnaire with two Likert scales (Well-being and Emotional discomfort) was applied in two higher education institutions for data collection. The results clarify any requirements on adjusting classroom dynamics, teacher-student interaction and teaching methodologies. info:eu-repo/semantics/publishedVersion

The present exploratory study aims to identify and assess positive and negative emotions felt by students from two higher education institutions regarding the change in the evaluation paradigm (from on-site to online) during the lockdown period resulting from the COVID-19 pandemic. A questionnaire with two Likert scales (emotional Well-being and emotional Ill-being) was applied for data collection. The results reveal the experience of more positive than negative emotions, indicating that online evaluation does not intensify negative emotions besides those usually associated with the evaluation process itself. On the contrary, there is a higher record of positive emotions related to the newly instituted evaluation model. The exploratory study also suggests that the new teaching and evaluation model may benefit students' emotions and improve their academic success, promoting emotional well-being., Journal of Distance Education and eLearning, Vol. 5 No. 2 (2022)

The present exploratory study aims to identify and assess positive and negative emotions felt by students from two higher education institutions regarding the change in the evaluation paradigm (from on-site to online) during the lockdown period resulting from the COVID-19 pandemic. A questionnaire with two Likert scales (emotional Well-being and emotional Ill-being) was applied for data collection. The results reveal the experience of more positive than negative emotions, indicating that online evaluation does not intensify negative emotions besides those usually associated with the evaluation process itself. On the contrary, there is a higher record of positive emotions related to the newly instituted evaluation model. The exploratory study also suggests that the new teaching and evaluation model may benefit students' emotions and improve their academic success, promoting emotional well-being. O presente estudo exploratório tem como principal objetivo identificar e avaliar as emoções (positivas e negativas) que os estudantes de duas instituições de ensino superior experienciaram face à mudança de paradigma de avaliação, concretamente a realização de provas eletrónicas (online) na modalidade de ensino a distância, durante o período de confinamento decorrente da pandemia COVID-19. Para a recolha dos dados foi aplicado um questionário com duas escalas de Likert (Bem-estar e Mal-estar emocional). Os resultados obtidos revelam a vivência de emoções mais positivas do que negativas. Permitem-nos concluir que a avaliação online não acentua as emoções negativas para além daquelas que já habitualmente estão associadas ao próprio processo avaliativo. Pelo contrário, verificou-se um maior registo de emoções positivas associadas ao modelo de avaliação. Este modelo de formação e avaliação pode revelar-se benéfico para os estudantes em termos de emoções e potenciar o seu sucesso académico, pois promove o bem-estar emocional. info:eu-repo/semantics/publishedVersion

Ação financiada por Fundos Nacionais através da FCT – Fundação para a Ciência e a Tecnologia, I.P., no âmbito dos projetos, UIDB/04372/2020 e UIDP/04372/2020 FCT info:eu-repo/semantics/publishedVersion

This paper is integrated in Research Project Digital Transformation in Higher Education in a time of Pandemic, nº PTIN/UID4372-LE@D/032020, Laboratory of Distance Education and eLearning, UID 4372/FCT. This communication presents an ongoing research on the perceptions and practices experienced in Portuguese Higher Education Institutions, during the recent period of social confinement determined by the Portuguese Government, due to the COVID-19 pandemic. The main objective was to understand how Higher Education faculty and students experienced the digital transition to emergency education and the pedagogical practices adopted during that period. The research was based on a mixed methods approach. In order to address the research objectives and describe the pedagogical practices implemented, specific instruments were developed for data collection, namely: a questionnaire aimed at students and interviews aimed at both students and faculty. These cover technological and pedagogical dimensions, as well as the assessment of the experience. The data collection took place at the end of the semester of the school year 2019-2020, with the participation of students and faculty from eight Higher Education Institutions (four Universities and four Polytechnic Institutes). The research results are currently under analysis. Supported by Laboratory of Distance Education and eLearning, Foundation of Science and Technology, Portugal info:eu-repo/semantics/submittedVersion

Tese de doutoramento, Educação (Tecnologias de Informação e Comunicação na Educação), Universidade de Lisboa, Instituto de Educação, 2013 Submitted by amelia Janeiro (ajaneiro@reitoria.ul.pt) on 2013-12-17T15:23:36Z No. of bitstreams: 2 ulsd066956_td_tese.pdf: 1993248 bytes, checksum: e7c3e2d9d006100bc61723567b3494de (MD5) apendices_anexos.pdf: 1025078 bytes, checksum: 0fb23aa4269454a327e09403ec109ae9 (MD5) Made available in DSpace on 2013-12-17T15:29:15Z (GMT). No. of bitstreams: 2 ulsd066956_td_tese.pdf: 1993248 bytes, checksum: e7c3e2d9d006100bc61723567b3494de (MD5) apendices_anexos.pdf: 1025078 bytes, checksum: 0fb23aa4269454a327e09403ec109ae9 (MD5)

O presente estudo debruça-se sobre a transição das crianças do Pré-Escolar para o 1.º Ciclo e o trabalho colaborativo entre os educadores e professores. Com o desenvolvimento deste trabalho de investigação pretendemos, a partir das perceções dos inquiridos, perceber se existe a valorização do processo de transição, se existem práticas colaborativas entre os educadores do PE e professores do 1.º CEB e, se esse trabalho colaborativo, caso exista, se reflete numa melhor transição das crianças para o 1.º CEB. Para dar resposta ao propósito deste estudo, formulámos as seguintes questões de investigação: a) Quais as perceções dos inquiridos sobre o processo de transição para o 1.º CEB?; b) Quais as práticas concretizadas no processo de transição?; c) Quais as perceções dos inquiridos sobre o trabalho colaborativo entre os educadores e professores?. De acordo com as questões formuladas, definimos ainda os seguintes objetivos: a) Perceber as conceções dos educadores e professores sobre o processo de transição do PE para o 1.º CEB; b) Conhecer algumas estratégias que os educadores e professores utilizam para uma melhor transição para o 1.º CEB; c) Perceber as conceções dos educadores e professores sobre o trabalho colaborativo entre os mesmos. Em termos metodológicos, o presente estudo centra-se numa abordagem mista e os dados foram recolhidos através de entrevistas realizadas aos coordenadores do PE e 1.º CEB e de inquéritos por questionário entregues aos educadores do Pré-Escolar e professores do 1.º CEB. Os dados obtidos permitiram concluir que: todos os participantes deste estudo reconhecem a importância do processo de transição das crianças do Pré-Escolar para o 1.º CEB; Durante o processo de transição existem diversas práticas/estratégias utilizadas pelos educadores e professores, sendo muitas destas comuns tanto no Pré-Escolar como no 1.º CEB; Embora se identifique a presença de trabalho colaborativo entre educadores e professores nas diferentes instituições, esse trabalho acontece, muitas vezes, apenas em momentos pontuais e estes profissionais sentem a falta de mais trabalho colaborativo. No entanto, nem sempre é possível devido, principalmente, à falta de tempo e incompatibilidade de horários. The present study focuses on the transition of children from preschool to elementary school and the collaborative work between educators and teachers. With the development of this research work, we intend to know and contribute to the understanding of the collaborative practices of the educational actors during this process. The main purpose of this research work is, from the respondents' perceptions, to understand if there is an appreciation of the transition process, if there are collaborative practices between PS educators and 1st CBE teachers and, if this collaborative work, if there is, is reflected in a better transition from children to the 1st CBE. To address the purpose of this study, we have formulated the following research questions: a) What are the respondent’s perceptions of the transition process to the 1st CBE?; b) What are the practices implemented in the transition process?; c) What are respondent’s perceptions of collaborative work between educators and teachers? According to the questions formulated, we further defined the following objectives: a) Understand educators and teachers' views on the process of transition from PS to 1st CBE; b) Know some strategies that educators and teachers use for a better transition to the 1st CBE; c) Understand the conceptions of educators and teachers about the collaborative work between them. In methodological terms, this study focuses on a mixed approach and data were collected through interviews with EP and 1st CEB coordinators and questionnaire surveys delivered to 1st CEB Preschool educators and teachers. The data obtained led to the conclusion that: all participants in this study recognize the importance of the transition process of children from preschool to 1st CEB; During the transition process there are several practices / strategies used by educators and teachers, many of which are common in both Preschool and 1st CEB; Although the presence of collaborative work between educators and teachers in different institutions is identified, this work often happens only at specific times and these professionals miss more collaborative work. However, it is not always possible due mainly to lack of time and incompatible schedules.