The number of adult students in higher education has increased significantly since the 1980s (Chartrand, 1992; Hardin, 2008; Wyatt, 2011); adult learners are now estimated to be approximately 40 percent of students in higher education (Gast, 2013; NCES, 2015). The dominant understanding of adult learners in higher education is through different models of barriers (Cross, 1981;.
Adult Learner Barriers to Education Framework
Regarding the multiple time demands faced by adult learners, Bulger and Watson (2006) recommended flexible schedules and course offerings, while other research has focused on the flexibility of support services (CAEL Adult Learning in Focus report; Cross, 1981; Kasworm, 2003). As previously stated, many adult learners engage in higher education studies to advance - personally and professionally.
Contextual Analysis
Dyersburg State Community College
The five barriers covered within this project align with relevant issues currently facing DSCC adult learners and are applicable to the adult learner population. While the decline in enrollment of adult students does not seem to be related to any decline in the population.
Dyersburg State Community College Project Scope Framework
Research Questions
Definitions
This study used a mixed methods design to answer the research questions and gain a comprehensive picture of the success of students growing up in DSCC. Using this strategy, we incorporated both quantitative data analysis and quantitative and qualitative survey design to investigate the characteristics and perceptions/preferences of adult learners. A mixed methods approach is often necessary to conduct research that is "relevant, meaningful, understandable, and capable of producing useful results that are valid, reliable, and trustworthy" (Patton, 2002, p 68).
Patton (2002) further asserts that when it is appropriate to conduct a mixed methods study, the additional benefits of increasing productivity and effectiveness by including a qualitative component add depth of understanding through robust and individual perspectives.
Data
The DSCC Adult Learner Needs Survey response rate specifically for adult learners was 25 percent (621 adult learners total in Fall 2017). Quantitative data were derived directly from the three primary data sources: DSCC administrative student data over the past 27 semesters, the FAFSA Frenzy Survey, and the DSCC Adult Learner Needs Survey. The DSCC Adult Learner Needs Survey was designed to obtain significant quantitative data from currently enrolled adult learners.
The FAFSA Frenzy Survey consisted of two qualitative questions; the DSCC Adult Learner Needs Survey included nine qualitative questions focused on these four data points.
Results
With so many rich variables and data points collected from the DSCC Adult Learner Needs Survey, ANOVA was used to determine if any of the differences between the means of the variables were statistically significant. From the DSCC administrative data, an ANOVA test was performed to determine if any of the differences between the means of the variables were statistically significant. Of the eight independent variables used, similar results were found from the survey regression in Table 5.
Coincidentally, the DSCC administrative data set and the DSCC Adult Learner Needs Survey regression analyzes resulted in nearly identical R-squared values, indicating that survey responses are highly reflective of the real adult student population.
Adult Learner and Institutional Alignment
In addition, there were several qualitative response questions on the Adult Learners Survey regarding the perceptions of online and hybrid courses. With an average score of 4.02, adult learners agree that online courses are considered appropriate for personal or work schedules. With a response of 3.97, adult students agree that hybrid courses create more opportunities to graduate on time or early (Table 7).
But the data also made it clear that hybrid courses are not clearly communicated to adult learners at DSCC.
Discussion
Although much adult student research highlights accelerated programs as a preferred flexible option, adults at DSCC did not show as much interest as expected. This interesting finding is consistent with the qualitative data; one student simply said, "lengths of courses are not a problem." Another student went into detail and confirmed a problem. Overall, the low interest in accelerated programming highlighted in both quantitative and qualitative responses places it as a lower priority than course and office planning, and is most likely not an area of overall DSCC adult learner concern now.
Student Preference
The researchers found that social integration has a positive and statistically significant relationship with adult learner persistence (Ashar & Skenes, 1993). In line with the literature, this study also confirms the heterogeneity of mature learner populations and creates the argument. Specifically, it remains to be determined why (and to some extent, if) GPA and online enrollment share a relationship with adult learner persistence.
This study implicates the importance of campus relationships with adult students, as well as confirms the heterogeneity of adult student populations.
Conclusions
However, many adult learners still need to know what hybrid courses are as many are unfamiliar with their structure. This project summarizes previous literature research on adult learners and strengthens the framework in which adult learners are understood. Either way, this study confirms what was already suspected for adult learners: there is no smoking gun or single set of predictors that can be generalized to a larger population of adult learners that adequately or reliably predicts persistence .
However, the DSCC Adult Learner Needs Survey defined persistence as enrolling in 13 or more credit hours.
Recommendations
The reason for this discrepancy occurred when the survey design was completed and distributed before the DSCC data were obtained. If only semester data were known to be included in the administrative data set (as opposed to credit hours), the survey may have been modified prior to the response period. Although the total number of survey responses is sufficient to analyze without having to adjust for a small sample size, some of the preferred questions later in the survey had significantly lower response rates.
At this point, there is no explanation for this, other than possible fatigue or a rush to complete the survey.
Academic Support
For example, question 22 about office hours was answered by only 55% of respondents. Although not necessarily a limitation of our analysis, another aspect of this study is that students who dropped out of DSCC early were not included in the survey collection. As for accelerated programs, data from DSCC students shows less demand for accelerated programs than research suggests.
This stands in contrast to the research literature which emphasizes adult learner's demand for accelerated programs (Wlodkowski, 2001, p. 5).
Curricular/Academic Programs
It is further recommended that DSCC evaluate programs likely to serve students requiring evening courses and begin implementation with only those programs. If demand for evening courses grows, a phased roll-out of courses can occur over time, minimizing costs to the institution. With more than 50 percent of adult learners still preferring 16-week semester courses, this makes accelerated programming less of a priority for consideration than other initiatives.
We recommend that DSCC conduct a study measuring student demand for accelerated programs annually to determine whether this type of programming would become a popular alternative for adults.
Hybrid Education
Academic Programming
In the Adult Learner 360 report, the Council for Adult and Experiential Learning recommended developing workforce training and certification programs in partnership with local organizations and businesses (2017). We recommend that DSCC develop stackable credential programs in partnership with local businesses in the DSCC service area to maximize the programmatic needs of adult learners. It is important to define adult learner persistence and completion to develop programs that meet the completion needs of adult learners.
As DSCC explores opportunities to increase academic programming, it is recommended that DSCC obtain feedback from local businesses and organizations in the health professions, STEM fields, and education and incorporate this feedback into its curriculum.
Student Services Support
Interestingly, there have been several requests to offer more foreign language courses and programs as well. One foreign language recommendation is for DSCC to survey the languages spoken in its service area and assess students for interest in a particular foreign language course. Based on this interest, DSCC may decide to offer more foreign language courses.
Consideration of the employment options in northwest Tennessee creates an opportunity for business partnership as stackable credentials benefit health professions, education, and management (ACT Policy Brief, 2011).
Office Hours
This lack of consideration of adult learner scheduling needs creates a sense of alienation for many adult learners on college campuses (Fairchild, 2003). Work by Anderson (2011) concluded that many mature learners leave higher education early due to circumstances beyond the institution's control; as a result, institutions must reduce barriers as much as possible to increase students' ability to study. The first recommendation is that DSCC extend its campus services office hours to offer adult learners the opportunity to meet with campus staff outside of normal office hours, thus giving adult learners more opportunity to come to campus outside of normal working hours.
Both DSCC studies and research highlight the benefits of creating digital services such as online chat, reference websites, and social media to serve adult learners.
Digital Services
To recognize student scheduling needs, this capstone project recommends that student services such as financial aid, academic advising, the Academic Success Center, and the bookstore extend their office hours to remain open until 6:30 p.m., Monday through Thursday.
Reconnect with Former DSCC Students
Recommendations for Further Research
Curricular/Academic Programs
Online Education
Further, since institutional populations vary by institution, the DSCC should include and update characteristics it believes may contribute to the success of online adult learners in its analysis. It is recommended that DSCC analyze the characteristic data of online grown students over time and through regression analysis determine the characteristic predictors of success. With the current limitations in the DSCC service area, online education must be part of a multifaceted strategy to serve adult learners, but it cannot be the only means of serving adult learners.
This lends further credence to Chao's (2007) assertion that adult learners naturally need a 'menu' and programming that provides options to use the option that best suits an adult learner's needs at a given time and that remains flexible and interchangeable as those needs change.
Understanding Adult Learners
As a final thought, it is important to note that adult student persistence may be misdefined in higher education. If so, higher education institutions should adapt definitions of adult student persistence to fit the needs and desires of the adult population. It is imperative that future research gain an understanding of adult learners' motivations and educational goals before adult learners can benefit from the findings.
Building on this future research, it is up to higher education institutions to determine the actual needs of adult learners and reformulate definitions to reflect these needs.
Appendices
You are invited to participate in a research survey about support programs for adult learners at DSCC. Instructions: You are invited to participate in a research survey regarding support programs for adult learners at DSCC. I feel that my DSCC degree will enable me to be more competitive for a job promotion.
Please list any academic programs you would like to see offered at DSCC that are not currently.
The online university student: A review of factors leading to success and risk. Public Higher Education in Tennessee, Report to the Education Research Subcommittee of the Tennessee Legislature. Research on adult learners: Supporting the needs of a student population that is no longer non-traditional.
