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E-motional Interaction Between Teaching Assistants and Students:Expressing emotions via WebCT
Unformatted Document Text:  Teaching, Emotion, & Technology 2 Abstract This study explores a link between computer-mediated instruction tools utilized at a Midwestern university and the intensification of emotions experienced by teaching assistants. By analyzing student-initiated e-mails sent via WebCT, the researchers found that TAs respond with emotion to e-mails whether or not emotion was expressed in the original e-mail. The authors argue that teaching is indeed an emotional profession and computer-mediated instruction may intensify the emotion labor involved by allowing the classroom to move into cyberspace, and, thus, be accessible anytime/anywhere. After a careful analysis of the presented results, the researchers concluded that attention should be given to the challenges TAs face when the boundaries between work and personal roles are blurred because of the e-mail capabilities.

Authors: Tsetsura, Katerina., Bigam, Mellisa., Buford, Laura. and Chen, Xiaolei.
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Teaching, Emotion, & Technology 2
Abstract
This study explores a link between computer-mediated instruction tools utilized at a
Midwestern university and the intensification of emotions experienced by teaching assistants. By
analyzing student-initiated e-mails sent via WebCT, the researchers found that TAs respond with
emotion to e-mails whether or not emotion was expressed in the original e-mail. The authors argue
that teaching is indeed an emotional profession and computer-mediated instruction may intensify
the emotion labor involved by allowing the classroom to move into cyberspace, and, thus, be
accessible anytime/anywhere. After a careful analysis of the presented results, the researchers
concluded that attention should be given to the challenges TAs face when the boundaries between
work and personal roles are blurred because of the e-mail capabilities.


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