Digital Learning Dynamics: A Quantitative Analysis of On-Line Education Among Adult Learners in an Urban Community College Environment

Abstract

This dissertation investigates the dynamics of adult online learners within an urban community college setting, exploring relationships between specific adult learning predictor variables and online course grades. Understanding these relationships is crucial for informing educational policies, designing effective online learning environments, and providing targeted support mechanisms.

Given the increasing popularity of online learning and the heterogeneous makeup of adult learners, educational institutions must recognize the variables affecting student performance to facilitate their success. The study employs a quantitative research design, utilizing (digital literacy, technical proficiency, online modality preferences, flexibility and support, and self-regulation skills) as predictor variables and adult learners' online course grades as a dependent variable.

In this study, the researcher surveyed a sample of online adult learners enrolled in courses at an urban community college to collect data on these variables. The researcher used multiple regression analysis to examine the relationships between the predictor variables and course grades while controlling for relevant demographic factors. The findings of this study contribute to the existing literature on online learning and adult education by identifying and examining specific predictors of course grades among adult learners in an urban community college context. The researcher discusses the implications of the results for educational practice and future research, highlighting the importance of targeted interventions and support services to enhance the academic performance of online adult learners.