Affectivity and motivation in e-learning: a case study

In the Wallonian psychogenetic perspective, affectivity pervades all relations between the mediator/ student and the object of knowledge. In distance learning education it seems that affectivity could will engage students in the course, stimulates the learning of scientific concepts through motivation. This article aims to discuss the concept of affectivity built in pedagogical mediation in an on-line course. A case study was built from a Specialization Course about Technologies in Education offered to teachers and managers of Basic Education. We analyzed the relationship between affectivity and motivation through the answers to the question "How" "did the pedagogical mediation of the course contribute to your academic performance". The methodology used was the content analysis, carried out through the Alceste software and we obtained circa of 2117 answers. The senses in the motivation category were divided into two groups and we stablished some atributes: (a) importance of the mediator for the conclusion of the course, the mediator characteristics to motivate the student, the mediator's support for the student. (b) In the second group, we noticed the importance of the mediator in folowing the student throughout the course and the strategies for this monitoring. In the conclusion we present how the relationship of affection built with the mediator linked the students to the course, contributing to their permanence and sucess in guaranteeing the learning process.