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Adult learners’ experiences with technology are essential for adult learning research, yet emotional factors have long been neglected in learning theories focused mainly on cognitive and motivational processes. This study investigates how learning emotions function for middle-aged adults in an e-learning setting, using interviews and weekly emotion journals from fourteen learners aged 40–55.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-emotions-in-e-learning-how-do-adult-learners-feel/592970/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-emotions-in-e-learning-how-do-adult-learners-feel/592970.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are learning emotions important in e-learning for adult learners?","Question",{"text":112,"@type":113},"Emotions influence thought and behavior, and emotions during learning can differ from emotions in daily life. Online learning research also indicates emotions affect learning processes and experiences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"Fourteen first-semester students aged 40–55 participated. Face-to-face interviews were conducted, and participants submitted weekly journals about their emotions, learning processes, and experiences.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the study’s main purpose or aim?",{"text":121,"@type":113},"The study aims to identify learning emotions of adult learners (described as digital immigrants) in an e-learning environment and provide information for course designers to improve online learning experiences.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592970,1792209971,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Asian Journal of Distance Education  \n[http://www](http://www.AsianJDE.org)[.](http://www.AsianJDE.org)[AsianJDE](http://www.AsianJDE.org)[.](http://www.AsianJDE.org)[org](http://www.AsianJDE.org)  \n© 2019 The Asian Society of Open and Distance Education ISSN 1347-9008 Asian J D E 2019 vol 14, no 1, pp 34-46  \nLearning Emotions in E-learning: How Do Adult Learners  \nFeel?  \nLay Kee CH’NG  \nUniversiti Sains Malaysia, Malaysia  \n[mousse2964@gmail.com](mousse2964@gmail.com | ORCID 0000-0002-5871-0852)[ | ORCID 0000-0002-5871-0852](mousse2964@gmail.com | ORCID 0000-0002-5871-0852)[ ](mousse2964@gmail.com | ORCID 0000-0002-5871-0852)ABSTRACT:  \nThe rapid development of technology and the Internet accessibility have expanded the learning opportunities to everyone who has access to technology and the Internet. Higher education institutions have begun to integrate the use of technology into their education system, and this includes adult education. The experience of adult learners using technology to learn is an important knowledge to the field of adult learning. For decades, learning was mainly examined from the cognitive and motivational aspects and the affective processes have been ignored in the learning theories (Hascher, 2010; Kim, Park, & Cozart, 2014) . The analysing of the functions of emotions among the middle-aged group for e-learning is necessary. Fourteen new students from first semester of a first-year programme in a private university, with ages ranging from 40–55 years, participated in the study. Face-to-face interviews were conducted and the participants have also submitted their journals about their emotions, learning process and experience, weekly. This study pointed out adult learners tobe self and emotionally-conscious.  \nKeywords: Learning Emotions, E-learning, Adult Learners.  \n1. INTRODUCTION:  \nA variety of learning emotions that may emerge during the learning process will bring different learning experiences to the adults learning in an e-learning environment. Emotions are defined as “a complex state of feeling that results in physical and psychological changes that influence thought and behaviour” in psychology. It plays an important role in the daily life of an individual (Cherry, 2015) . Thus, the emotion factor cannot be neglected when learning takes place. Nevertheless, emotions experienced during learning can be different from emotions experienced in daily social life. Zembylas (2008) noted that emotion is  \nhardly absent from online learning contents. This statement has been supported by Rager (2009) who argued that emotions are one of the factors that affect the learning process of a learner. Consequently, as online learning continues to grow, it is important to investigate how emotions affect one’s learning experience.  \n2. PROBLEM STATEMENT:  \nEmotions do occur when learning is taking place. In spite of an extensive literature base (Santhi & Rajesh Kumar, 2007; McDonald, 2012; Zakaria, 2013; Mohamad, Hussin, & Shaharuddin, 2015), it is rare to find the emotional component of adult learning discussed in detail. Many  \nThis work of the Asian Journal of Distance Education is available under Creative Commons Attribution-ShareAlike 4.0 International License.  \nASIAN JOURNAL of DISTANCE EDUCATION  \nresearchers have looked at the social emotions of adults, yet little has been done to examine their learning emotions and how it affects their learning styles. One problem with Knowles’ (1984) adult learning theory is that it generally lacks emotional features. In Knowles andragogy theory, his focuses are mainly on the adult learning principles and assumptions about the characteristics of adult learners. The general principles could not be specifically applied to every adult from a specific age group. Furthermore, adult learners have their uniqueness and they have their emotions when it comes to learning.  \nAffective emotions play an important role in successful learning among the middle-aged group. Pappas (201","cbCaieL66NeWelfg","https://ap.wps.com/l/cbCaieL66NeWelfg","pdf",623541,13,"English","# Abstract\n# 1. Introduction\n# 2. Problem Statement\n# 3. Literature Review","[{\"question\":\"Why are learning emotions important in e-learning for adult learners?\",\"answer\":\"Emotions influence thought and behavior, and emotions during learning can differ from emotions in daily life. Online learning research also indicates emotions affect learning processes and experiences.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"Fourteen first-semester students aged 40–55 participated. Face-to-face interviews were conducted, and participants submitted weekly journals about their emotions, learning processes, and experiences.\"},{\"question\":\"What is the study’s main purpose or aim?\",\"answer\":\"The study aims to identify learning emotions of adult learners (described as digital immigrants) in an e-learning environment and provide information for course designers to improve online learning experiences.\"}]","Learning Emotions in E-learning: How Do Adult Learners Feel? | PDF",1792076281,33]