Abstract:

Socioemotional skills usages in online classes generate accessible technology prosumers in virtual classroom spaces through social projects. The knowledge building method to trigger students learning process through emotional digital intelligence learning strategies support teaching online techniques to implement scientific skills and socioemotional skills that promotes students critical and reflective thinking. This qualitative learning project is based on the action research method to analyze emotional and digital skills during the online classes through an online questionnaire, teaching practice observation and focus groups in a bachelor's degree online course. This methodology allows to analyze learners connection between digital and emotional intelligence with the methodological criteria through a scientific, humanistic and collaborative knowledge development.

The teaching role in the multimodal education guide learning situations by carried out in learning face-to-face and virtual environments to be considered as a mechanism of technological and human interaction to enhance the learners skills based on their emotions and digital intelligences.
The sustainable development objectives, school must empower students curriculum with some emotional digital intelligence activities that promote and reflect on science related to a social context to develop a learning process associated with the learners likes, emotions, feelings and skills. Knowledge building encourage students to apply a critical and collaborative learning style to develop a prototype to solve a social problem collaboratively.

The communication way and interaction between students and teachers must change in some aspects in distance communication to work in teams synchronously by video calls and online conferences; As well as individual work, in forums and tutorials in an asynchronous way that you could work remotely, at your own pace and work time considering the emotions and digital skills to create an emphatic learning environment. Also in the knowledge building multimodal classes might create collaboration networks, manage support, publicize the prototypes and assess the learning achievements without limiting learners curiosity on their own exploratory impulse. School community is interconnected in real and in virtual space by the way of interacting cognitively and emotional among peers and team work.

Structuring a social, bioethics and self-control situation with learners’ emotions training during the class, applying emotional digital intelligence skills with a social prototype development to include students with barriers to learn and participate to build knowledge.

Keywords:

Emotional intelligence, Digital Intelligence, Knowledge building, virtual teaching, learning strategies, critical and reflective thinking, Socioemotional skills.