Adult Learners' Emotions in Online Learning

Autor/in	Zembylas, Michalinos
Titel	Adult Learners' Emotions in Online Learning
Quelle	In: Distance Education, 29 (2008) 1, S.71-87 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
Schlagwörter	Distance Education; Online Courses; Adult Learning; Adult Students; Emotional Response; Interpersonal Communication; Gender Differences; Sex Role; Social Influences; Social Responsibility + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Emotionales Verhalten; Interpersonale Kommunikation; Geschlechterkonflikt; Geschlechterrolle; Sozialer Einfluss; Soziale Verantwortung
Abstract	The aim of the research study reported in this article was to investigate how adult learners talk about their emotions in the context of a year-long online course, the first online course these adults take, as part of a distance education program. The theoretical and methodological approach focused on formulating an account of how emotion discourses are used by learners, what role they play in online learning, and how they change over a one-year period (if they do so). The findings of this study provide three insights: (1) they show "how" adult learners (who also happen to be novice online learners) respond emotionally and talk about their emotions in relation to online learning; (2) they call attention to the ways in which emotion talk changes from the beginning of the course to the end, always in response to specific demands and dimensions of online learning; and (3) they reveal the differential emotional responses between men and women in relation to their social and gender roles and responsibilities. Empirical and policy implications of this study are discussed at the end. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10