The DOI matches its Crossref record; 52 of the 54 references it cites were found in a registry or an index.
Challenges Faced by Adult Learners in Online Distance Education: A Literature Review
Open accessAbstract
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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“This behavior is particularly prevalent when students perceive time constraints or multi-semester academic fatigue, leading them to rely on rapid prompt engineering and verbatim copy-pasting to meet assessment deadlines rather than synthesizing the provided pedagogical content (Cercone, 2008;Kara et al., 2019).”
From Navigating Academic Integrity and Student Rationalisations of Generative AI in Vocational Online Learning Environments (2026) · cites this paper as Kara et al., 2019
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“Recent empirical research in educational technology and cognitive psychology strongly supports the phenomenon of learners bypassing foundational course materials in favor of unedited AI outputs (Cercone, 2008;Hong et al., 2025;Kara et al., 2019;Risko & Gilbert, 2016).”
From Navigating Academic Integrity and Student Rationalisations of Generative AI in Vocational Online Learning Environments (2026) · cites this paper as Kara et al., 2019
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“Over time, this creates a cognitive dependency that undermines authentic skill acquisition, demonstrating how short-term efficiency goals override deep learning when assessment models fail to account for automated offloading (Cercone, 2008;Hong et al., 2025;Kara et al., 2019;Risko & Gilbert, 2016).”
From Navigating Academic Integrity and Student Rationalisations of Generative AI in Vocational Online Learning Environments (2026) · cites this paper as Kara et al., 2019
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The Constant Comparative Method of Qualitative Analysis
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FACTORS THAT INFLUENCE STUDENTS’ DECISION TO DROPOUT OF ONLINE COURSES
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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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Metadata
- Authors
- Kara, M., Erdoğdu, F., Kokoç, M., & Cagiltay, K.
- Affiliations
- Amasya Üniversitesi (TR)
- Trabzon University (TR)
- Corresponding author
- Kara, Mehmet
- Venue
- Open Praxis
- Published
- 2019-03-31
- Volume
- 11
- Issue
- 1
- Pages
- 5
- ISSN
- 1369-9997 (ISSN-L)
- 2304-070X
- 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
- 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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