Cited by 265Online and Blended LearningAdult and Continuing Education TopicsEducational Leadership and Innovation

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

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Kara, Mehmet, Erdoğdu, Fatih, Kokoç, Mehmet, Cagiltay, Kursat·2019·Open Praxis

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Abstract

Although online distance education provides adult learners with an opportunity for life-long learning, there are still factors challenging them to engage in educational processes. The purpose of this study is to explore the challenges faced by adult learners in online distance education through the analysis of the relevant literature. The articles (N=36) published in the key journals in the fields of open and distance education, instructional technology, and adult education were reviewed and analyzed through constant comparative analysis in the current study. The findings reveal that adult learners have challenges related to internal, external, and program-related factors indicating the interrelated nature of these challenges. The findings also show that the challenges experienced by adult learners vary depending on their age, gender, knowledge and skills as well as the context in which they study. The findings of this study, which has an exploratory nature, have several implications for distance education stakeholders such as administrators, instructors, instructional designers, and policy makers.

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The Constant Comparative Method of Qualitative Analysis
Glaser, B. G. (1965) · Social Problems · doi:10.2307/798843 · Cited by 4,937 · cited 1×
“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).”
Method
Untitled work
(2009) · US Department of Education · Cited by 3,654
BEYOND STUDENT PERCEPTIONS: ISSUES OF INTERACTION, PRESENCE, AND PERFORMANCE IN AN ONLINE COURSE
Picciano, A. G. (2002) · Online Learning · doi:10.24059/olj.v6i1.1870 · Cited by 1,313 · cited 1×
“Interaction is also considered as a key factor in online distance education and it is a good predictor of learning (Picciano, 2002).”
Background
Distance Education: A Systems View of Online Learning
Kearsley, G., & Moore, M. G. (2011) · Cited by 1,088
FACTORS THAT INFLUENCE STUDENTS’ DECISION TO DROPOUT OF ONLINE COURSES
Willging, P. A., & Johnson, S. D. (2009) · Online Learning · doi:10.24059/olj.v13i3.1659 · Cited by 446 · cited 8×
“…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).”
BackgroundInfluential
A Review of Benefits and Limitations of Online Learning in the Context of the Student, the Instructor and the Tenured Faculty
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Examining online teaching, cognitive, and social presence for adult students
Ke, F. (2010) · Computers & Education · doi:10.1016/j.compedu.2010.03.013 · Cited by 327 · cited 2×
“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).”
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Lim, C. K. (2001) · American Journal of Distance Education · doi:10.1080/08923640109527083 · Cited by 294 · cited 1×
“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.”
Background
A survey on student dropout rates and dropout causes concerning the students in the Course of Informatics of the Hellenic Open University
Xenos, M., Pierrakeas, C. J., & Pintelas, P. (2002) · Computers & Education · doi:10.1016/s0360-1315(02)00072-6 · Cited by 279 · cited 3×
“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).”
Background

Show all 54 references

Research works printed but not linked: 9

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(self.__next_s=self.__next_s||[]).push([0,{"children":"window.__ENV__ = {\"RECAPTCHA_SITE_KEY\":\"6LcYznklAAAAAPGZZaBoCrKLs-JTufAxQql-LxNH\",\"SERVICE_CODE\":\"up-j-op\",\"FRONTEND_URL\":\"https://openpraxis.org\",\"FRONTEND_DOMAIN\":\"openpraxis.org\",\"OJS_API_URL\":\"https://api.account.up-j-op.ubiquityjournal.website/api/journal/1\"};","id":"public-env"}])This page is for printing. If you wish to read this article, please visit its full version.Challenges Faced by Adult Learners in Online Distance Education: A Literature ReviewMehmet KaraFatih ErdoğduMehmet KokoçKursat CagiltayAbstractAlthough online distance education provides adult learners with an opportunity for life-long learning, there are still factors challenging them to engage in educational processes. The purpose of this study is to explore the challenges faced by adult learners in online distance education through the analysis of the relevant literature. The articles (N=36) published in the key journals in the fields of open and distance education, instructional technology, and adult education were reviewed and analyzed through constant comparative analysis in the current study. The findings reveal that adult learners have challenges related to internal, external, and program-related factors indicating the interrelated nature of these challenges. The findings also show that the challenges experienced by adult learners vary depending on their age, gender, knowledge and skills as well as the context in which they study. The findings of this study, which has an exploratory nature, have several implications for distance education stakeholders such as administrators, instructors, instructional designers, and policy makers.Year: 2019Volume: 11 Issue: 1Page/Article: 5-22DOI: 10.5944/openpraxis.11.1.929Accepted on Jan 21, 2019Published on Mar 31, 2019Peer ReviewedCC BY 4.0 · DOI

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“To assess the obstacles and challenges faced by learners, a questionnaire (Annex I) was constructed by listing and ranking the internal, external, and programme-related challenges faced by adult learners in distance education [5].”
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Co-constructing learning with children
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References
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Preface
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Engaging with families and working in partnership
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Working collaboratively with staff
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Index
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Promises to keep
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Background
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الحربي, م. م., & السعدون, إ. ع. (2023) · Journal of Arts, Literature, Humanities and Social Sciences · doi:10.33193/jalhss.91.2023.824

Authors: Kara, M., Erdoğdu, F., Kokoç, M., & Cagiltay, K.
Affiliations: Amasya Üniversitesi (TR)
Trabzon University (TR)
Corresponding author: Kara, Mehmet
ORCID: Kara, Mehmet
Erdoğdu, Fatih
Kokoç, Mehmet
Venue: Open Praxis
Publisher: International Council for Open and Distance Education
Published: 2019-03-31
Volume: 11
Issue: 1
Pages: 5
ISSN: 1369-9997 (ISSN-L)
2304-070X
DOI: 10.5944/openpraxis.11.1.929
OpenAlex: W2920407843
Cited by: 265
References: 54
Citations by year: 2026: 21 · 2025: 34 · 2024: 42 · 2023: 70 · 2022: 34 · 2021: 44 · 2020: 17 · 2019: 3
FWCI: 66.17
Type: journal article
Language: en
Open access: diamond
doi.org
Licence: cc-by
creativecommons.org/licenses/by/4.0/ (unspecified)
Locations: Open Praxis (publishedVersion, cc-by)
Open Praxis (acceptedVersion, cc-by)
DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
OpenMETU (Middle East Technical University) (submittedVersion, cc-by-nc-nd)
Topics: Social Sciences › Education › Online and Blended Learning
Social Sciences › Education › Adult and Continuing Education Topics
Social Sciences › Education › Educational Leadership and Innovation
Keywords: adult learners, online distance learning, open and distance learning, lifelong learning, student learning difficulties, student engagement, instructional design, adult education

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

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