[eng] Emotions are essential elements in our lives. As social beings as we are, we think, we feel,
we perceive and at the same time we want to express our thoughts, ideas, emotions, feelings
and perceptions, mainly because we want to share them with other people (Ozanska-Ponikw,
2012). Treating emotions and feelings in the classroom has recently became important
among researchers. Studying the feelings experienced by students, play an important role in
understanding students’ motivation, learning, performance, identity development, health as
well as effective teaching (Meyer and Turner, 2006; Pekrun et al., 2011; Schutz and Pekrun,
2007). Unfortunately, in many schools sometimes this is not really considered. Furthermore,
after the outbreak of the COVID-19 crisis, this is even becoming a more complicated task.
Amid this context of uncertainty, the 2020–2021 academic year has adopted several
measures such as online learning for a return to the classroom. Although many countries
have introduced different platforms for distance learning, this solution has not been very
successful—not only because many families do not have access to the Internet or to a
computer, but also because many teachers are encountering the difficulty of developing highquality online teaching (Mirahmadizadeh et al., 2020). The shift to remote learning/teaching
is very complicated since teachers have to find a way to be connected with their students
while also maintaining a work-motivation balance.
This Master thesis focuses on the importance of taking care of the emotions of our
students with the aim to stir up motivation and enthusiasm while remote learning. Despite
the shift to remote learning as well as keeping our students’ motivation is a challenging one
(Mirahmadizadeh et al., 2020); this thesis speculates that supporting and taking care of our
students’ emotions thereby building a sense of security, empathy and a strong relationship
between student and teacher, might boost interest and motivation towards remote learning.