E-learning has become a powerful player in the world of academia as well as in the corporate arena and the demand for online learning continues to increase. Even with demand increasing, a consistent practice for the design of self-paced, standalone online learning has yet to be accepted by the instructional design community. Creation of online learning historically focused on the use of theories such as multiple intelligences, andragogy, and learning styles to guide the design. More recent studies suggest that emotional intelligence should also be considered in the course design process. This exploratory, mixed methods research study examined how the integration of the concepts of emotional intelligence into self-paced, standalone online course design affects the online learning experience. The purpose of this study was to investigate the extent to which EIID aligns with the emotional intelligence of online learners as well as the perception that learners have of a course created using the components of emotional intelligence. The study compared the EQ of the learner with course outcomes by utilizing Pearson's r correlation. Based on the findings, a relationship does not exist between a learner's total EQ and any component of emotional intelligence down to the subtask level. The data also showed that a learner's EQ has no impact on their perceptions of the quality of the self-paced, standalone online course designed by utilizing concepts of emotional intelligence. The data did not uncover any trends that were demonstrative of learners with specific levels of emotional intelligence having shared opinions of the course quality and it did not show that perceptions of the course were dependent on the participant's emotional intelligent quotient. Finally, the data revealed statistically significant relationships between the embedded emotional intelligence components including narration, real-life case study, course structure, feeling of control, musical and graphic elements, fun, enjoyment, and overall tone of the course and the Course Perception Survey total. The findings in this study will assist the instructional design community in identifying a consistent and effective practice for the design of self-paced, standalone online learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]