—_——— tn pairs, read the following literature review before writing your own paper: Bear in mind the following questions: 1, What is the purpose of the given literature review? 2, Has the writer achieved his or her purpose? 3, Howis the literature review organized? Literature Review Emotions are important in adult learning because they can either impede or motivate learning (Dirkx, 2001; Yorks & Kasi, 2002). ‘Wiodkowski (1999) emphasized the essential role of emotion in decreasing or increasing the motivation to learn: thus, he suggested that adult ‘educators need to deal with and encourage the expression of emotion during learning. As a motivating factor, emotion creates a sense of purpose that guides adults’ learning and shapes the context of their learning experiences (Dirkx, 2006: Merriam & Caffarella, 2007; Reeve, 2001). By shaping the context of learning, emotion plays a critical role in the construction of meaning and knowledge of the self in the adult learning process (Dirks, 2001; Shuck et al. 2007). Moreover recent research on the emétions in online learning has focused on the importance of the learners’ feelings in relation to the sense of community of learning (Hara & Kling, 2003; Rovai & Wighting, 2005); how positive and negative emotion® inhibit or enhance online learning (Allan & Lawless, 2003; Conrad, 2002; O'Regan, 2003);andhow the sources, range, and impact of learners’ emotional experiences influence varioS ‘manifestations of online learning (Jarvenoja & Jarveld, 2005; Wosnitza & Volet, 2005). For example, the inclusion of face-to-face meetings in online education (i, blended learning) changes the emotional dynamic of the ‘online experience dramatically (Conrad, 2005). Research on the emotions in online learning also emphasizes the importance of affective dimensions (© online learning and maintains that the full promise of web-based education will not be realized, unless affective aspects are properly acknowledged (Goldsworthy, 2000; Spitzer! 2001). In particular, MacFadden (2005, 2007; MacFadden, Herie, Mailer, & Dumbrill, 2005) proposed a constructivist model of web- pased education emphasizing the use of emotion in ¢-learning, based on the assumption that ‘emotional emphasis may facilitate constructivist learning goals. Information on how emotion informs adult learning suggests 2 linkage between this field of studyand the context of online ae ccation,butthe scholarly scopeisstillnarrow-Themotivesand Ea ofand benefits to adult learners from participating in online education programshave received increased attention in recent years (DuCharme-Hansen & Dupin-Bryant, 2004; Eastmond, 1995), Online education programs have enabled learning opportunities to adults that allow for breaking away from space and time constraints (Vrasidas & Glass, 2002). However, studies on distance learning within adult education over the last three decades have highlighted notonly the benefits, butalso the challenges that adult learners face n participating in distance and online education programs. These challenges include adults’ difficulties in managing work, family, and study obligations (Brookfield, 1986; Merriam & Caffarella, 2007; Merriam & Cunningham, 1989). Not surprisingly, these challenges become more evident when one considers the emerging economic, social, and gender roles of adult learners. ‘Therefore, given the assumption that adult learners do not form a homogeneous grouP (ee. age, gender, marital status), research has shown that women face distinct challenges when they decide to enter or return to higher education (Britton & Baxter, 1999; Carney- Crompton & Tan, 2002; Donaldson & Graham, 1999; Home, 1998; Reay, 2002, 2003; Reay, Ball, & David, 2002). From the 1970s, a large body of research on distance and online education has explored the attitudes, motivations, and difficulties that mature women experience in higher education (see Kramarae, 2001; von Priimmer, 2000). Many researchers have highlighted the ‘psychological consequences’ (Johnson & Robson, 1999, p. 274) for mature women students and the contradictions and discontinuities in their identity when they become students, because this identity often has to ft with preexisting social roles and commitments (Edwards, 1993; Moss, 2004; Pascal & Cox, 1993). Thus, itis documented that women’s struggles to find aa balance between their public and private spheres result in anxieties and tensions. Given that the issue of potential differences between women and men's talk about their emotions as they learn to become online learners has not been adequately investigated, this research study builds on previous work and explores this aspect as well. Theoretical Framework Different definitions of emotions have produced conceptually and methodologically different approachesto the study of emotions (Plutchik, 2001)-For instance, many studies ofemotion are inspired by psychological and sociological perspectives. From the psychologica’ perspective, emotions are primarily conceptualized as private components of the personality structure of an individual. This perspective frequently reduces emotions to little more than internal | personality dynamics most often divorced from social and cultural contexts. In contrast, l the sociological perspective conceptualizes emotions as socially or culturally constructed (Barbalet, 1998; Harré, 1986; Lupton, 1998). Sociologically-based studies, then, focus on how emotions are socially constructed in the group dynamics of social situations and how those situations unidirectionally shape people's emotional experiences and expressions, Often ignored in this perspective are both the individual aspects of emotion and the reciprocally shaping interactions of emotion and socialization. ese aWhile both the psychological and the sociological perspectives offer important insights, claiming that emotions are simply a matter of the individual or the group does not sufficiently address the complex role of emotions. Rather, a more usefull approach locates emotions in the liminal space between individual and social constructivist approaches, challenging the divisions between individual vs. social, private vs. public, and emphasizing that emotion operates as a constitutively reciprocal component in the interaction/transaction of the individual and the social (Leavitt, 1996). Support for this approach is found by applying critical and poststructuralist thinking to the study of emotion (e.g, see Campbell, 1997; Game & Metcalfe, 1996; Lutz & Abu-Lughod, 1990). ‘Without simply dismissing either the social constructivist or the individual approaches, critical and poststructuralist thinking reconceptualize emotions as a public, not exclusively private, object of inquiry that is interactively embedded in power relations; thus, they historicize the ‘ways in which emotions are constituted. This perspective challenges an ahistorical conception of the subject, analyzing the transaction between larger social forces and the internal psychic terrain of the individual and highlighting the ways this historicization can draw out changeable aspects of reality; thus, critical and poststructuralist thinking acknowledges the possibility of ruptures and discontinuities of power differentials in the future (Boler, 1999; Zembylas, 2005, 2007). ‘The focus of the study of emotion, then, is not ‘emotion’ per se, but emotion talk, that is, how emotion discourses are used (eg,, by adult learners), what role these discourses play (e.g, in online learning), and how they change (if they do so). Therefore, the theoretical framework used here allows the investigation of adult learner's emotion talk in relation to one’s self (individual reality), others (social interactions), and the educational politics and culture in general (sociopolitical context). This approach implies that the study of how adult learners talk about their emotions as they learn how to become online learners requires researchers to engage in a process of finding out the historicity of adult learners’ emotion talk in an online context over some time - that is, it demands the description of how trajectories of emotion talks are positioned and position adult learners to talk about their emotions (see Boler, 1999; Zembylas, 2002, 2004, 2005). References: ‘Allan, J, & Lawless, N. (2003). Stress caused by online collabora model. Education + Training, 45(8/9), 564-572. Barbalet, J. (1998). Emotion, Social Theory and Social Structure. Cambridge: Cambridge University Press. jon in e-learning: A developing Boler, M. (1999). Feeling Power: Emotions and Education. New York: Routledge. Britton, C., & Baxter, A. (1999). Becoming a mature student: Gendered narratives of the self. Gender and Education, 11(2), 179-193.Brookfield, S.D. (1986). 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