Abstract
Abstract—Countries across the world have witnessed tremendous expansion of adult education and dramatic growth of adult learners. Moreover, with the growing importance of life-long learning, online learning has become a popular tool which is well received by adult learners. In order to enhance adult learners' learning experience, we have conducted an exploratory research on online learning for adult learners to understand the challenges faced by them in their pursuit of higher education. The results suggest that technical trainings or preparations are needed prior to e-learning and infrastructure needs to be improved. The findings also emphasize on the importance of using localized examples and cases for class discussion.
Highlights
With the widespread upgrading needs in the recent decades, higher education is increasingly embraced by adult learners
In the United States, National Center for Education Statistics (NCES) data indicate that 38 percent of the enrollment of college students were twenty-five years of age or older in the year 2007 and the projected enrollment from 2007–2018 will remain stable or increase [2]
We aim to address three very important questions pertaining to online learning for adult learners: 1) Learn how to deliver classes effectively without face-to-face meetings; 2) Assess the suitability of various on-learning tools and course materials for adult learners: and 3) Understand the challenges from the perspectives of adult students in their e-learning journey
Summary
With the widespread upgrading needs in the recent decades, higher education is increasingly embraced by adult learners. Other countries with high percentages of adult learners who participate in college/university degree programs include Australia, Canada, United Kingdom, Norway, Sweden, and Israel, each representing 30% or more of the total tertiary enrolments [1], [3]. Online learning allows flexibly in learning and accessing materials according to students’ needs. Online learning provides more interactive materials that allow easy access to information and feedback from students. The NECS report shows that at least two-thirds of degree-granting institutions offered online courses, blended/hybrid courses, or courses offered in other distance education formats for college-level credit [5]. The most common reason to offer distance education courses or programs was meeting student demand for flexible schedules, as reported by 68 percent of the institutions. Two-thirds of institutions reported an interest in providing access to college for students who do not otherwise have access
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