Twenty-fifth International Conference on Learning

Abstract

Innovations, rising expectations, and instability in the workplace has drove many adult workers to go back to school in hopes of strengthening their value in the market. This fueled the growth of online learning as the so-called “non-traditional” learners juggle work and study. The distance factor, however, in this modality brings a heavy toll on the affective side of learning. How can feelings and emotions be engaged in a web-based class? At a time when austerity and turbulence are commonplace, education must go beyond head knowledge (intelligence quotient) but, rather, touch the heart of students (emotional quotient). This brings affective learning to the fore of the educative process. This study is an attempt to answer the question, How can affective learning be integrated in online instructional design in ways that engage adult students’ affect and maximize engagement and achievement? To answer this question, six fully online graduate-level classes were subjected to documentary analysis to determine affective learning integration, discourse analysis of online discussion forums, examination of learning analytics of students’ class performance, end-of-course survey, and follow-up interviews of randomly selected students. Results reveal different strategies that support affective learning in three areas—content, course, and program or school level. Results were of value to teachers in adult education, instructional designers, and school administrators who want to ensure that learning is not just for head but also for heart knowledge. Recommendations for further research focus mainly on an expanded measure of affective learning for adult learners.