δείτε την πρωτότυπη σελίδα τεκμηρίου στον ιστότοπο του αποθετηρίου του φορέα για περισσότερες πληροφορίες και για να δείτε όλα τα ψηφιακά αρχεία του τεκμηρίου*
This article examines the origin and impact of adult learners’ emotions in the context of a distance learning program at the Open University of Cyprus. A range of methods for accessing emotions related to online learning is used, such as emotion diaries, semi-structured interviews, and email messages. The study highlights the multiple directions adult learners’ emotions can take and the significance of learners’ interpretations of their emotions in relation to the learning methodology. The issues of social and emotional communication and contact emerge as critical in the exploration of adult learners’ emotions in the context of online learning. In particular, the study shows how adult learners’ emotions in online learning are manifest and expressed in ambivalent ways, that is, how both positive and negative emotions co-exist and form particular emotional climates that influence adults’ learning experiences throughout the course. Analyzing the data from this study confirms findings from other recent research that in order to decrease negative emotions associated with online – distance learning methodology, the learners must familiarise themselves with the technology at hand, enhance quality communication with fellow learners and instructors as well as become well-organised and manage their time effectively. In addition, the programme must be well-organised and the instructors must facilitate the learners’ needs in a timely and organised manner. All in all, the current study shows that there is a lot to be gained from further considering how adult learners talk about their emotions as they learn how to become online learners.
(EN)
Hellenic Network of Open and Distance Education
(EL)
1791-9312
Ανοικτή Εκπαίδευση: το περιοδικό για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση και την Εκπαιδευτική Τεχνολογία; Τόμ. 5 Αρ. 1 (2009); 25-41
(EL)
Open Education: The Journal for Open and Distance Education and Educational Technology; Vol. 5 No. 1 (2009); 25-41
(EN)
Copyright (c) 2020 Michalinos Zembylas, Mamas Theodorou, Andreas Pavlakis
(EN)
*Η εύρυθμη και αδιάλειπτη λειτουργία των διαδικτυακών διευθύνσεων των συλλογών (ψηφιακό αρχείο, καρτέλα τεκμηρίου στο αποθετήριο) είναι αποκλειστική ευθύνη των αντίστοιχων Φορέων περιεχομένου.
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