As computer-meditated communication continues to evolve and become more sophisticated and accessible, the applications for this technology continue to grow. One area that has garnered a considerable amount of attention is online teaching and learning. Research has shown increasing evidence that learning outcomes of face-to-face, in comparison to online, delivery methods are similar across many disciplines and groups such as K-12, higher education and organizations. Despite this interest, one area where there is little, if any, research is whether emotional intelligence can be taught online and, if so, what are the key variables that may influence the success of this online learning model. While the evidence supporting the importance of emotional intelligence with respect to increased workplace performance, leadership talent, overall job satisfaction, increased earning potential, and even health and happiness competencies continues to grow, other evidence is showing that undergraduate students are not graduating with these critical competencies, primarily because they are not being taught as part of their undergraduate experience. This makes the question of whether these skills can be taught online more important to consider as it may pave the way to making the instruction of these skills more accessible to undergraduate students. Using a 3 x 2 factorial quasi-experimental design, this mixed methods study found that a team-based learning environment using a blended teaching approach, supported by mindfulness instruction to teach these skills, can make learning about emotional intelligence accessible and meaningful to undergraduate students. More specifically, using peer assessment scores as a measure of emotional intelligence growth, the study showed a statistically significant impact of using a blended approach together with mindfulness instruction on students' emotional intelligence skills. Furthermore, the 21 students interviewed expressed a clear sentiment that there had been noticeable growth in their emotional intelligence and in that of their peers. Using the findings of this study, the RESET cycle model (Recognizing or Regulating emotions through social and emotional team-based learning supported with mindfulness) for teaching these skills is offered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]