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

Autor/inn/en	Kara, Mehmet; Erdogdu, Fatih; Kokoç, Mehmet; Cagiltay, Kursat
Titel	Challenges Faced by Adult Learners in Online Distance Education: A Literature Review
Quelle	In: Open Praxis, 11 (2019) 1, S.5-22 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kara, Mehmet) ORCID (Erdogdu, Fatih) ORCID (Kokoç, Mehmet) ORCID (Cagiltay, Kursat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2304-070X
Schlagwörter	Online Courses; Distance Education; Adult Learning; Barriers; Educational Technology; Technology Uses in Education; Adult Education; Age Differences; Gender Differences; Knowledge Level; Context Effect + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Adulte education; Adult training; Erwachsenenbildung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Adult; Adults; Education; Adult basic education; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Wissensbasis
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 programrelated 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. (As Provided).
Anmerkungen	International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: http://www.openpraxis.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01