Transforming Challenges into Solutions: Improving the Online Learning Experience for Working Adult Students

Abstract

Online learning has emerged as a crucial alternative for working adults seeking higher education as the need for flexible learning alternatives grows. This study explores how students who are employed see online learning in higher education, emphasizing the particular opportunities and difficulties they face. Given the growing popularity of online learning models, it is essential to comprehend how working students see these systems' adaptability, usability, and efficacy. The study uses a descriptive analysis and collects data from working adult students taking online courses using both quantitative and qualitative methodologies. The main research tool was a survey questionnaire with a target sample size of 96 respondents. The study addresses the drawbacks of conventional face-to-face learning while examining a number of aspects that affect student happiness, such as technical convenience, flexibility, course structure, and instructor support. The data's reliability was evaluated using Cronbach's Alpha, and the underlying patterns were examined using factor analysis. The results demonstrate that, despite ongoing issues with time management and engagement, online learning provides job holders with a great deal of flexibility. These findings advance our knowledge of the best ways to support students juggling work and school obligations through online learning.