Barriers in returning to learning: Engagement and support of adult learners

Abstract

Adult learners are a growing population in the U.S. postsecondary education system that experiences distinct barriers to academic success. However, higher education institutions continue to create and adhere to policies that favor traditional-age college students. Given that adult learners are becoming more common across the higher education landscape, it is important to better understand their experiences to ensure this population is supported to success. This study used data from the 2013 and 2014 administrations of the National Survey of Student Engagement to identify the characteristics of today's adult learners and to assess how their engagement differs from that of traditional-age students. We found that adult learners are more likely to take all of their classes online, begin their education at another institution, and enroll part time. Compared to their traditional-age peers, adult learners are more engaged academically and have more positive perceptions of teaching practices and interactions with others, but they interact less with peers and faculty and find their campuses to be less supportive.