Challenges Faced by Adult Learners in Online Distance Education: A Literature Review

“The articles were firstly organized in an article database created by the researchers and were analyzed by using Constant Comparative Analysis method as suggested by Glaser (1965).”

“Interaction is also considered as a key factor in online distance education and it is a good predictor of learning (Picciano, 2002).”

“…or internal challenges such as the incongruences between the course materials and learners’ preferences, learners’ lack of prerequisite knowledge about courses and programs (Grace & Smith, 2001; Pierrakeas et al., 2004) or their lack of interest in the course materials (Willging & Johnson, 2009).”

“In spite of the increase in the number of adult learners and consequently in the diversity of the students in online distance education, the number of the studies related to them are fewer in the literature than those studies about traditional learners (Chu & Tsai, 2009; Ke, 2010; Remedios & Richardson, 2013).”

“Considering the advantages of online distance education, adults compose the largest audience for online distance education (Ke & Xie, 2009; Lim, 2001) and consequently the limits of the diversity expand in online distance education practices.”

“These sorts of challenges include too difficult assignments (Rao & Giuli, 2010; Willging & Johnson, 2009), lack of clarity in assignments (Dumais et al., 2013), and too difficult or demanding courses or programs (Willging & Johnson, 2009; Xenos et al., 2002).”

“For instance, through systematic reviewing previous literature, Mehmet Kara et al. (2019) indicated that adult learners usually fi nd it dif fi cult to search for and access available information due to their insuf fi cient technical skills and interaction on the internet.”

“Similarly, lack of concentration due to distractions from family members and family responsibilities has been found in some previous studies to be a challenge to meaningful online learning (Figueroa et al., 2020; Kara et al., 2019).”

“Some findings of this study were predictable and expected, as they are supported in prior persistence literature (e.g., Kara et al., 2019).”

“One of the main factors mentioned was time management skills: the professors perceived that many students who dropped out of their courses were time poor and/or had poor time management: (Kara et al., 2019).”

“Difficulties or conflict in balancing work and/or family roles with studying among online distance education students are well documented in the literature (e.g., see Kara et al., 2019).”

“The low engagement of online learners was caused by many factors or challenges, such as difficulty in time management of learners, low self-confidence of learners, low interaction with instructors, feeling of isolation [25], poor instructional design in online setting, and instructors’ workload [26]).”

“Using this strategy requires that testing times be scheduled with the instructor or proctor, which can be difficult in an asynchronous setting (Kara et al., 2019; Yarbrough, 2018).”

“According to Kara et al., (2019), there are still factors challenging students to participate in distance education properly.”

“For instance, Mitzner et al. (2010) and Kara et al. (2019) emphasize the importance of designing educational technologies that address these challenges, enabling effective technology adoption for adult learners.”

“MOOCs enable adult learners who are far from campus and have work and family obligations for lifelong learning, an essential condition for twenty-first-century skills as citizens and workers (Council, 2012; Kara et al., 2019; Wolters, 2010).”

“Based on results found by [21] in terms of management challenges, students could not balance and manage their time with work, education, family and social life.”

“…of faculty focus on and support for students’ needs, the clarity and organization of teaching objectives, classroom time management, and the harmony and inclusiveness of the classroom environment are all substantial influences on students’ emotional responses to online learning (Kara et al., 2019).”

“Learners need to juggle parallel employment and children and that older learners may experience the use of digital technologies as obstacles if they lack the digital literacy needed (Kara et al., 2019).”

“The factors that influence dropout and persistence in OHE have been widely investigated (Kara et al., 2019).”

“…is the primary domain for adult learners in higher education; however, adult learners face many challenges while participating in distance education, including internal, external, and program-related problems with working mothers facing the most significant level of challenge (Kara et al., 2019).”

“La intención no fue trabajar sobre las causas del problema y asumimos que probablemente sean similares a las reseñadas por Kara et al. (2019), entre otros.”

“According to Kara et al. (2019) financial problems and family dependability are the major reasons for pursuing distance education in India despite having interest in In-person learning.”

“However, adult learners still face multiple challenges regarding online distance learning, among them external challenges such as work or domestic-related ones and internal challenges (Kara et al., 2019).”

“The typical juggle of multiple responsibilities common among adult learners (Abdrahim, 2020; Day et al., 2011; Kara et al., 2019; Kleisch et al., 2017) is now evidenced among program administrators and instructors as everyone works and teaches from home while dealing with spouses, children, and…”

“Students’ online learning readiness are often measured based on several aspects: self-efficacy; institutional support; technical competencies; self-direction; learning preference (Kara et al., 2019; Blankenship & Atkinson, 2010; Hung, Chou, Chen, & Own, 2010; Yilmaz, 2017).”

“Research into online education for SWDs does not explore the psycho-emotional disability (Burgstahler, 2015; Heiman, 2008; Kara et al., 2019; Kkese, 2020).”

“…in der Strukturierung der Arbeitsorganisation, im Umgang mit bereitgestellten digitalen Lernmaterialien oder technischen Problemen sowie in der Kommunikation über digitale Kommunikationswege, denen Lernende auf unterschiedliche Weise gerecht werden (im Überblick vgl. Kara et al. 2019).”

“Kara et al. (2019) stated that online learning increases access to education due to its flexible nature that allows for personal planning of how time will be spent.”

“One cause of unequal participation in online learning opportunities for adults is the technical requirements (hardware, Internet connection) and digital competency demands such as those required to use video conferencing software (Hall et al., 2022; Kara et al., 2019).”

“Apart from these factors, some research shows that dropout and continuity of education in higher education institutions may be due to different factors associated with the student—internal and external—as well as with the educational institution (Kara et al., 2019).”

“…distance learning enables educational institutions, including those in business education, to virtually reach adult learners, enhancing flexibility and capitalizing on educational opportunities (Aberra 2021; Carlsen et al. 2016; Georgiou 2018; Kara et al. 2019; Knox 2017; Shabani and Maboe 2019).”

“…and access mentioned previously, one participant said that “online classes are a good experience for individuals that tend to have a lot on their plates,” which is consistent with Day et al. (2011) and others (Abdrahim, 2020; Goeman & Deschacht, 2019; Kara et al., 2019; Kleisch et al., 2017).”

“Inherent weaknesses of online learning, such as technology limitations, dependent learners’ incompatibility with regard to time management, persistence and organization skills, or facilitator’s lack of online tutoring experience could have well affected the course’s end results (Appana, 2008; Carr, 2000; Kara et al.,…”

“7) The demands on learners associated with online distance learning relate, for example, to the self-organisation of the learning process (especially securing time resources), dealing with technical problems, interacting with teachers, or dealing with learning material (cf. Kara et al., 2019).”

“…have revealed barriers faced by adult female learners during e-learning by DE mode (Adewoyin, 2019; Duby et al., 2022; Kamisli & Akinlar, 2022; Kara et al., 2019; Li & Che, 2022; Ouma & Nkuyubwatsi, 2019; Pozdnyakova & Pozdnyakov, 2017; Segbenya & Anokye, 2023; Stanistreet, 2021; UN Women…”

“…naming advantages such as mitigating central leaner challenges such as creating balance between work and education and between family /social life and education (Kara et al., 2019) or creating a higher student engagement by allowing for differences in participation needs (Wise et al., 2012).”

“The creation of flexible learning environments, development of solutions in the face of a certain context, and adoption of appropriate assessment tools contribute to better optimization of adult students' learning and to avoid students dropping out of the course [4].”

“The remarkable progress in information technology and internet speed has rendered smartphones an indispensable component of people's everyday existence (Lee et al., 2018; Kara et al., 2019; Jahrami et al., 2021).”

“Distance education (DE) or distance learning occurs without the time and place limitations, irrespective of geographical distance between the institution, student and teachers (Kara et al. 2019).”

“Our participants’ comments empha‑ sise the complex realities students face when managing family and responsibility pressures alongside WIL (Jackson et al., 2023; Kara et al., 2019).”

“Also, Kara et al.’s (2019) study showed that adult learners experienced learning challenges in an online DE environment.”

“At the same time, two main problems can be noted: the state of communication networks that do not meet the current needs of online distance education, as well as the mismatch between the digital skills of teachers and modern technical capabilities [1, 2].”

“Among the advantages of eeducation Kara et al [5] call: - the possibility of learning in the workplace - students have an opportunity to get an education via the internet without leaving work (if any), as well as at home; - the opportunity to evolve and move forward in step with the reality - users of electronic cours…”

“limitations are less of a concern (Gorard et al., 2003; Kara et al., 2019).”

“This is particularly true for non-traditional students who have to face additional challenges of family and work obligations [18].”

“Online higher education has been posited as offering accessibility and inclusivity to disabled students (Kara et al., 2019; Kent, 2016), allowing flexible studying (Stone et al., 2019) and personalized time management (Kebritchi et al., 2017), enabling an ability to manage academic life around…”

“This situation is also supported by the studies in the literature (Ali et al., 2018; Kara et al., 2019; Muilenburg & Berge, 2005), and it is stated that students need more support in time management and course tracking in distance learning.”

“This sampling was inspired by the sampling process adopted from the research of He et al. (2019) and Kara et al. (2019) selecting distance education stakeholders for their study.”

“Many students, particularly adult learners, navigate the demands of university coursework at the same time that they must attend to workplace and family responsibilities (Kara et al., 2019).”

“Kara et al. (2019) also highlighted that adult learners need to structure and schedule their study to support balance around external commitments.”

“The study results had additionally established that distance learning and interactions between learner and the environment (here, computers) had led to cooperation and collaboration between learners and teachers [26].”

“While online learning technologies provide adult learners with the flexibility to pursue education anywhere, anytime, it does pose technical challenges, such as a lack of computing skills, digital literacy, and access to appropriate technologies (Kara et al., 2019).”

“These domains (e.g., work/employment; family/caregiving) guide learning participation (e.g., career paths and goals related to professional development; De Vos et al., 2020) but also restrict the resources available to be devoted to learning (e.g., Choi & Park, 2018; Kara et al., 2019).”

“However, online learning can feel isolated, and students have difficulty accessing student support services and overcoming miscommunications (Kara et al. 2019).”

“However, studies have shown that adult online learners have higher attrition rates [15, 23].”

“For this reason, they may need to interact with educators and other students for social purposes as well as academic interactions (McInnerney & Roberts, 2004; Kara et al., 2019).”

“Older adult learners tend to lack technical skills (Kara et al., 2019).”