Undergraduate Adult Learner Experiences In Synchronous Courses
This dissertation has been permanently withdrawn by request of the author.
Abstract
An increasing number of older adult students, age thirty and over, are taking part in online education as a curriculum and learning mode. The perception of current technological beliefs is assuming that all adults are computer and technologically savvy, and that they are all independent learners. This study addresses older adult learners' experiences, specifically with undergraduate synchronous coursework. The study follows a multi-step approach in which I identify and explain the problem of practice, present relevant literature, and conventional approaches to addressing the problem and discuss relevant theoretical frameworks to help identify strengths and limitations of the study. Additionally, current studies of the problem of practice and recommendations are included to help ensure these students get an equal chance for degree follow-through and completion.