Since the invention of the internet, self-directed learning has expanded and taken on many forms and encapsulates a wide variety of learners ranging from K-12 learners to college students, human resource departments, marketing, lifelong learning, and various other industries. This chapter will focus on using self-directed characteristics to humanize the learning environment in higher education for adult learners. The chapter will also present information about higher education administrators, staff, and faculty members who are responsible for various aspects of student success. The primary area of research is self-directed learners' ability to be successful in the online learning environment. The chapter will provide ways to provide support for adult learners as they work to become successful in online courses. As a result, this chapter will provide answers to the research question, “What are the components needed to be successful in the online learning environment while becoming independent self-directed learner?”
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Research has shown that a larger number of college students are now taking online classes while they juggle working one or more jobs, raising a family, and/or battling health-related concerns. Currently, approximately 30% of students in the US are adult online learners (Hamilton, 2023). Among the adult learner population are two distinct groups of learners. One group is the traditional-age college students who are between the ages of 18 and 24, and the other is non-traditional students who are 24 years old and older, single parents, grandparents, migrants whose first language is not English, veterans, empty nesters, those who are changing careers, and a variety of other defining characteristics that categorizes non-traditional colleges students. In a study by the National Center for Education Statistics (2023) it reported that non-traditional adult learners account for between 50-57% of undergraduate students in the U.S. However, these numbers fluctuate with college enrollment and attrition rates (COE - Characteristics of Postsecondary Students, n.d.).
Both groups of learners bring with them a wealth of knowledge and experiences to the online environment. However, in some cases adult learners are struggling more readily because they do not have some of the foundational skills needed to be successful in an online learning environment. For example, a large majority of these learners do not read fluently and are not able to comprehend college level material, they may lack technology related skills, time management skills, emotional intelligence, and interdependence to name a few (Busher & James, 2019). However, adult learners are oftentimes more successful in some areas of online learning because they are intrinsically motivated to complete their college degree. According to the National Assessment of Educational Progress NEAP (2013), only 40% of students who enter higher education come with the skill set ready to learn college level material. Of that 40%, only 70% of them persevere and make it to graduation (Loewus, 2023; NEAP, 2013). In addition to lacking in the academic skills necessary to be successful, a large majority of the students are lacking in psychometric skills such as self-motivation and time management skills, which are two of the most important components needed to be successful as self-directed online learner (Bhandi et al. 2020). Therefore, to assist self-directed learners to succeed in online spaces, a variety of metrics should be in place to humanize the learning environment for them develop these skills and thrive.
When comparing adult learners to the digital natives or E-Generation, the learners who grew up in an age of books often experience more difficulty with online classes (Meuleman, 2015). As a result, this journey for them can be as treacherous and intimidating as speaking a new language. Regardless of the differences that exist amongst the learners, it is important that they possess some degree of self-directedness. Being that self-directed learners are expected to perform several tasks independently, Gruenbaum (2010) posited that, “to be fully successful in an online only learning environment, students should be well-motivated, autonomous learners, who are able to self-regulate their learning experiences” (p. 1).