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E-motional Interaction Between Teaching Assistants and Students:Expressing emotions via WebCT
Unformatted Document Text:  Teaching, Emotion, & Technology 28 In addition, as mentioned in the first section of this paper, research on computer-mediated instruction has ignored emotion in the way we examine it here. Although some studies have looked at how emotion plays into the acceptance or denial of certain forms of technology, it has done little to explore how emotion is used once the technology is in place. Scholars in communication who focus on technology should use these studies to springboard into ways of thinking about the constraints and capabilities that technology offers to emotional jobs in the service industry. Moreover, once constraining and enabling characteristics of the technologies are identified, these works might inspire those studying technology to find the ways to improve the means that emotional messages may be sent via technology such as WebCT. The authors of this exploratory study see a number of implications for future research. First, as it was presented in discussion, it calls for further development of the conception of emotional labor versus emotional work among teaching assistants in higher education institutions and an understanding of these concepts in relation to teaching assistants’ interaction with students via WebCT e-mails. In addition, this study will inspire future research in the educational industry that requires the translation of emotional messages through technological mediums like WebCT. As it was discussed earlier, the constant role shifting of TA’s and the many emotions associated with each of these roles causes TA’s stress and anxiety in the workplace. Perhaps the fact that neither concept (emotion work or emotion labor) completely addresses the emotional communication acts of teaching assistants further emphasizes the importance of exploring this environment in terms of emotion theory in organizational communication. Factors that influence WebCT e-mail interaction between students and teaching assistants should be examined in closer detail. In particular, the fact that the course director can access all WebCT e-mails, written by both, students and teaching assistants, can influence how teaching assistants would express or hide emotions in their e-mails. We posit that teaching assistants are very

Authors: Tsetsura, Katerina., Bigam, Mellisa., Buford, Laura. and Chen, Xiaolei.
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Teaching, Emotion, & Technology 28
In addition, as mentioned in the first section of this paper, research on computer-mediated
instruction has ignored emotion in the way we examine it here. Although some studies have looked
at how emotion plays into the acceptance or denial of certain forms of technology, it has done little
to explore how emotion is used once the technology is in place. Scholars in communication who
focus on technology should use these studies to springboard into ways of thinking about the
constraints and capabilities that technology offers to emotional jobs in the service industry.
Moreover, once constraining and enabling characteristics of the technologies are identified, these
works might inspire those studying technology to find the ways to improve the means that
emotional messages may be sent via technology such as WebCT.
The authors of this exploratory study see a number of implications for future research. First,
as it was presented in discussion, it calls for further development of the conception of emotional
labor versus emotional work among teaching assistants in higher education institutions and an
understanding of these concepts in relation to teaching assistants’ interaction with students via
WebCT e-mails. In addition, this study will inspire future research in the educational industry that
requires the translation of emotional messages through technological mediums like WebCT.
As it was discussed earlier, the constant role shifting of TA’s and the many emotions
associated with each of these roles causes TA’s stress and anxiety in the workplace. Perhaps the fact
that neither concept (emotion work or emotion labor) completely addresses the emotional
communication acts of teaching assistants further emphasizes the importance of exploring this
environment in terms of emotion theory in organizational communication.
Factors that influence WebCT e-mail interaction between students and teaching assistants
should be examined in closer detail. In particular, the fact that the course director can access all
WebCT e-mails, written by both, students and teaching assistants, can influence how teaching
assistants would express or hide emotions in their e-mails. We posit that teaching assistants are very


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