Emotions and Networked Learning

Abstract

Emotions in networked learning have been underresearched despite their importance. The present research is one of the first few attempts to better understand adult learners’ emotional experiences in a specific networked learning context—an online doctoral programme designed and organised based on networked learning principles. This paper takes the initial step of unpacking the intricate interplay between emotions and networked learning experiences, utilising a longitudinal, mixed methods research approach to demonstrate the diversity and complexity of emotions experienced in networked learning situations. Online doctoral students (n=48) completed a questionnaire four times during the first six months of their PhD program, with an interval of five to six weeks. This is the most critical period for students to develop multiple connections promoting networked learning both within and outside the programme. They connected to new people, ideas, and resources, becoming an integral part of learning networks. The questionnaire quantitatively measured the intensity of 36 different emotions felt by each student, respectively, about their networked learning experiences and general life experiences. Participants also qualitatively reflected on the most intense emotions and wrote “why” they felt such ways. Based on quantitative data, a principal component analysis extracted five meaningful clusters of emotions and repeated-measures ANOVAs further showed meaningful patterns and changes in those emotions. The qualitative data was analysed using a constant comparative method to identify dominant themes to provide deeper insights into student emotions. Findings suggest that emotions are in a constant state of flux, reflecting the multifaceted nature of networked learning experiences, through which learners juggle multiple responsibilities and connections across different times and spaces. Two distinct categories of emotions emerged: positive and negative. Despite the challenges and complexities of online doctoral studies, positive emotions remained resilient, underscoring networked learning as a source of inspiration—with the heightened 'Intrigued' component at specific learning milestones. Negative emotions are nuanced, with negative cognitive emotions, associated with networked learning experiences, intensifying initially and decreasing as students adapt; while negative gut reactions are more prevalent in general life. However, a notable release of negative cognitive emotions in general life suggests the interplay between emotions arising from networked learning and their influence on students' broader experiences. Surprisingly, the study challenges assumptions about isolation in online learning, revealing a consistent sense of social inclusion and support within the learning network. Overall, this study provides a comprehensive understanding of emotions in networked learning, offering valuable insights for supporting adult learners.