Abstract:

This work aims to identify possible socio-affective scenarios related to the socio-affective competence of Self-Management for teamwork in Virtual Learning Environments (VLEs). The socio-affective scenarios are the mapping of social indicators (Absence, Collaboration, Distance from the class, Informal groups, Drop out, Social Undefined, and Popularity) and mood (Animated, Discouraged, Satisfied, Dissatisfied, and Affective Undefined) in VLEs. In this context, the socio-affective competence of Self-Management is understood as the ability to manage one's affective, social, and technical performance in VLEs. Individuals possessing this competence handle planning and time management well, review presented content, are punctual, organized, observant, thoughtful, and planners in their actions. Teamwork is defined by a limited set of participants who operate collectively, meeting certain characteristics, namely: shared goals and responsibilities, a defined staff structure, interdependence among members, absence of subgroups, and coordinated action that is regularly communicated to the team. The methodology employs a qualitative approach, conducted through a case study in a postgraduate course at a Brazilian public university, which took place in the second semester of 2025. Data collection was carried out through the application of an online questionnaire. The target audience consisted of 25 higher education students who participated in the course and agreed to answer the questionnaire. As a result, 11 socio-affective scenarios related to the Self-Management competency for teamwork in VLEs were identified, one linked to the Animated mood, five to Satisfied, two to Dissatisfied, and three to Affective Undefined. It is important to note that no mood linked to Discouraged was related to Self-Management. In this way, by knowing the socio-affective profile of the class, the teacher can propose problem-solving situations in teams that help students build the socio-affective competence of Self-Management.

Keywords:

Competence, Self-Management, teamwork, Virtual Learning Environments, socio-affective scenarios.