Abstract:
Technology-enhanced learning environments such as blended learning and e-learning are utilised increasingly in higher education institutions with expectations of an increase in output rates and retention rates. As the demand for technology-enhanced e-learning courses increases, the pressure on lecturing staff to rise to the challenge also increases. In recent years great advances and improvements in the fields of learning and instruction were envisaged as a consequence of the application of new educational technologies. Although some of these promises have materialised it would seem that relatively few lecturers have mastered the skills and knowledge needed to integrate technology successfully into the practice of teaching and learning. The role of emotional intelligence is a significant construct which has not been adequately researched in terms of the mastering of new technologies in the e-learning and blended learning environments. The purpose of the study is to explore and describe linkages between emotional intelligence and the ability to cope with mastering new educational technologies. It is presumed that this study may contribute towards a deeper understanding of emotional intelligence as a moderator of work stress and of the stress encountered in mastering new educational technologies with subsequent coping strategies. With its contribution to this emergent body of knowledge, the significance of the study lay in the clarification of the role of emotional intelligence in mastering new educational technologies. The case study is based on the 2004 participants in the Partners@Work programme at the Department of Telematic Education at the Tshwane University of Technology. The unit of analysis provided rich and detailed data for this study. A mixed methods approach, that is, the use of both qualitative and quantitative data, assisted in crystallising the data in order to provide insight into the way participants coped with the mastering of new educational technologies. Findings from this study suggest that a number of factors influence coping strategies when attempting to master new technologies, including self-efficacy beliefs, social networking structures as a resource, the use of positive emotions, the role of the facilitator and the emotional intelligence abilities associated with coping competencies. While a number of linkages between emotional intelligence and coping strategies could be identified, the interdependency of coping strategies and emotional intelligence remains elusive. The study recommends that institutions should create a supportive organisational climate for e-learning as a support for face-to face training programmes in skills development. The provision of programme facilitators trained in coaching participants, focusing on the accomplishment of self-directed learning, assisting participants in the attainment of goals, modelling positive emotive skills, and encouraging the practice of new skills may help to realise the promise of blended learning.
