Emotional Engagement of Students in E-Learning as an Example of a Project Management Course

The subject of the study is the possibility of emotional involvement of students in an e-learning course. Usually it is considered that the involvement of students should be made in the learning process. The author reads that the involvement should be produced in the social role for which the training course is intended. This statement is the hypothesis of the study. A social role represents the "sum of expectations" from the behavior of a social role bearer and is not identical to a set of learning competencies. The social role also includes personal experience with the social role bearer. The ways of involvement are considered on the example of "project management" course with involvement in the social role of a manager. The main conclusions of this study are the confirmation of the stated hypothesis that the involvement should be carried out in the social role for which the training course is intended. The effectiveness of involvement is assessed by diactic means. The course is built on the following primes: 1) the abandonment of the traditional grading system for each assignment completed; 2) the training assignments for each topic contain two components: mandatory and voluntary; and 3) the full encouragement of skills in managing one's time. On the basis of these principles the assignments of the training course are formulated. Analysis of the digital footprint left by the students during the performance of tasks shows a high degree of emotional involvement.

emotional involvement, e-learning, social role, training, education, manager, project management, engagement, time management, digital footprint