Supporting Faculty to Meet the Needs of Adult Students in Online Learning

ABSTRACT

Adult learners, including those who are employed at least part‐time, have children or other family responsibilities, and are older than 25 years can benefit from the flexibility and convenience of online courses. In community colleges, adult learners enroll in online courses at a higher rate than in‐person courses, but their success rates are low, largely due to attrition. Adult learners navigate numerous competing demands on their time and attention, and they seek college experiences that are relevant to their personal and career goals. Instructors need tools to support the unique needs of adult online learners to increase successful outcomes and persistence. This article discusses two classroom interventions that offer models for community colleges to support adult students. The first is a framework to support students in building skills and developing a mindset for self‐directed learning in online coursework. The second is an evidence‐based embedded coaching model for online corequisite courses.