Assessment of learning in distance education

The experience of University professors regarding the regulation of emotions

Abstract

Digital technologies are helping to strengthen distance education (DE) at universities. With the pandemic, professors have accelerated the mediatisation of courses and assessment to ensure pedagogical continuity. Several challenges are encountered by professors in assessing learning in the context of the pandemic. The literature reveals that digital technologies are a source of irritation in the supervision of DE courses. However, there is little literature to support the emotional experience of teachers in assessing learning in distance education. This article describes the experience of professors in regulating emotions related to the evaluation of learning in distance education. Phenomenological research conducted with ten professors from a Quebec university offering hybrid courses shows that Web 2.0 tools cause stress and frustration during DE assessment. However, the diversity of assessment methods also reveals a lot of enthusiasm. In order to assess properly, professors make various experiments and mobilize several strategies in the regulation of their emotions.