This work investigates empathy as a socio-affective competence that should be considered in relationships formed in virtual learning environments (VLEs). Therefore, it aims to map its elements based on indicators extracted from the InterROODA, Social Map, and Affective Map tools. These tools are available in ROODA VLE, a distance education platform used at the Federal University of Rio Grande do Sul, Brazil. The Affective Map provides the teacher with information about the students’ moods using affective subjectivity in texts, behavioral patterns and personality traits. The Social Map generates sociograms about interaction in ROODA VLE based on six indicators: Informal Groups, Collaboration, Popularity, Social Distancing, Absence, and Dropout. InterROODA analyzes interindividual exchanges. The analysis of the data collected in these three tools helped us to develop the Empathy Perception Model to VLEs. This work shows a case study which combines quantitative and qualitative evidences obtained in a course carried out remotely during the COVID-19 Pandemic.

The contribution of the present study is:
(1) recognizing empathy between participants in the virtual environment through interindividual exchanges;
(2) determining the empathic communication level between them; and
(3) presenting the elements of knowledge, skills, and attitudes that should be considered in the construction of the socio-affective competence of empathy.

Moreover, this information can be used by teacher to build strategies in order to improve interaction and communication in the teaching and learning processes to avoid cases of student dropouts, social distancing, or absence.

Keywords: Socio-affective competence, empathy, virtual learning environment, online education.