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dc.contributor.authorCerdá Suárez, Luis Manuel
dc.contributor.authorValero Matas, Jesús Alberto
dc.date2020
dc.date.accessioned2020-12-14T07:53:41Z
dc.date.available2020-12-14T07:53:41Z
dc.identifier.issn2340-1079
dc.identifier.urihttps://reunir.unir.net/handle/123456789/10803
dc.description.abstractFrom a comparative perspective, the analysis of the professors' attitudes and motivations in the classroom according to the students' opinions provides a relevant and interesting vision in order to facilitate this type of transformational teaching in the classroom. In particular, several authors have analyzed the relationship between satisfaction and happiness in the classroom grounded in empirical findings of Positive Psychology in face-to-face contexts, but studies are scarce on experiences in virtual universities. This paper aims: 1) to characterize a set of domains related to professors' behaviors providing positive emotions in the classroom; and 2) to assess their main dimensions for success from a Spanish virtual university. Firstly, this manuscript describes a review of this emotional approach in learning and teaching and secondly, a rigorous managerial process in the classroom is validated. Additionally, we applied several in-depth interviews and a questionnaire to a diverse sample of students evaluating the behavior of their professors in the classroom. Our results and conclusions reinforce the importance to implement experiential academic projects in virtual universities and promote happiness and satisfaction to different levels of management in the classroom.es_ES
dc.language.isoenges_ES
dc.publisher14th International Technology, Education and Development Conference (INTED2020)es_ES
dc.relation.urihttps://library.iated.org/view/CERDASUAREZ2020STUes_ES
dc.rightsrestrictedAccesses_ES
dc.subjectteachinges_ES
dc.subjecthappinesses_ES
dc.subjectclassroomes_ES
dc.subjecthigher educationes_ES
dc.subjectvirtual universityes_ES
dc.subjectWOS(2)es_ES
dc.titleStudents' opinions of satisfaction and happiness in theclassroom: an evidence from a spanish virtual universityes_ES
dc.typeconferenceObjectes_ES
reunir.tag~ARIes_ES
dc.identifier.doihttp://dx.doi.org/10.21125/inted.2020.1812


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