Main Article Content
The 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 to be self and emotionally-conscious.
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