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E-motional Interaction Between Teaching Assistants and Students:Expressing emotions via WebCT
Unformatted Document Text:  Teaching, Emotion, & Technology 23 In answer to RQ3, many themes of emotion were displayed in the e-mail interactions between teaching assistants and students. As demonstrated by the e-mails, many TAs responded to student-initiated e-mails that contained emotion with emotion (TARWE response to SIWE). In addition, TAs also replied to non-emotional e-mails (SINE) with emotion. While not all the themes found in the database of e-mails were discussed, this textual analysis provides a quick glance at the nature of computer-mediated communication occurring between a TA and his or her student via computer-mediated instruction such as WebCT. Several important things should be recognized from this analysis. First, the e-mails included in this section and in the appendix are all correspondences that were initiated by a student. Regardless of their emotional color, it is imperative to consider all these e-mails as an extension of the typical classroom in terms of time and space. Second, the emotional color of both student- and TA- authored e-mails should be noted in their majority over non-emotional e-mails (66 % of TA e-mails were emotional, while 58 % of student e-mails were emotional). Therefore, not only is computer- mediated instruction is an intensification of the labor typically associated with being employed as a teaching assistant; it is also an intensification of emotional labor. The themes that have surfaced from this analysis all relate to key phrases and words that were designated as “emotional” by the authors. However, these themes can be extended toward the broader realm of teaching when one considers that the same kinds of emotional themes portrayed through the e-mails can also be seen in the traditional classroom. Thus, effectively and accurately translating one’s emotions through the computer-mediated tools of educational technology becomes an imperative skill for TAs. Discussion Items primed for discussion are the themes produced by the data. Disclosure, friendliness, sincerity, disappointment, and emotional support should be considered on a scale broader than

Authors: Tsetsura, Katerina., Bigam, Mellisa., Buford, Laura. and Chen, Xiaolei.
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Teaching, Emotion, & Technology 23
In answer to RQ3, many themes of emotion were displayed in the e-mail interactions
between teaching assistants and students. As demonstrated by the e-mails, many TAs responded to
student-initiated e-mails that contained emotion with emotion (TARWE response to SIWE). In
addition, TAs also replied to non-emotional e-mails (SINE) with emotion.
While not all the themes found in the database of e-mails were discussed, this textual
analysis provides a quick glance at the nature of computer-mediated communication occurring
between a TA and his or her student via computer-mediated instruction such as WebCT. Several
important things should be recognized from this analysis. First, the e-mails included in this section
and in the appendix are all correspondences that were initiated by a student. Regardless of their
emotional color, it is imperative to consider all these e-mails as an extension of the typical
classroom in terms of time and space. Second, the emotional color of both student- and TA-
authored e-mails should be noted in their majority over non-emotional e-mails (66 % of TA e-mails
were emotional, while 58 % of student e-mails were emotional). Therefore, not only is computer-
mediated instruction is an intensification of the labor typically associated with being employed as a
teaching assistant; it is also an intensification of emotional labor.
The themes that have surfaced from this analysis all relate to key phrases and words that
were designated as “emotional” by the authors. However, these themes can be extended toward the
broader realm of teaching when one considers that the same kinds of emotional themes portrayed
through the e-mails can also be seen in the traditional classroom. Thus, effectively and accurately
translating one’s emotions through the computer-mediated tools of educational technology becomes
an imperative skill for TAs.
Discussion
Items primed for discussion are the themes produced by the data. Disclosure, friendliness,
sincerity, disappointment, and emotional support should be considered on a scale broader than


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