ERIC Number: EJ1066654
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Interpersonal Skills and Education in the Traditional and Online Classroom Environments
Lindsey, Natasha S.; Rice, Margaret L.
Journal of Interactive Online Learning, v13 n3 p126-136 Spr 2015
The purpose of this descriptive, cross-sectional, quantitative study was to compare the interpersonal abilities of online students to traditional students by evaluating their Emotional Intelligence (EI) through the Situational Test of Emotional Management (STEM). The study sought to determine whether a relationship exists between the number of online courses completed and EI abilities of students. Data were collected using a situational judgment test known as the Situational Test for Emotional Management (STEM) with additional questions added for the collection of demographic data. The sample for this study included 865 students comprised of 765 undergraduate business majors and 91 undergraduate business minors. One of the most interesting findings to emerge from the data was the significant difference of EI scores surrounding the number of online courses completed. Students who completed at least one online course scored significantly higher on the STEM survey than their counterparts who had not completed any online courses. This finding implies that students might benefit from the time, training, experience, and practice of interpersonal skills in an online environment.
Descriptors: Interpersonal Competence, Statistical Analysis, Online Courses, Conventional Instruction, Emotional Intelligence, Correlation, Undergraduate Students, Business Administration Education, Scores, Item Response Theory, Student Surveys, Questionnaires
University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site: http://www.ncolr.org/jiol
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A