TY - JOUR
T1 - Adults who learn online
T2 - Exploring the online learning readiness of nontraditional undergraduate students in a Ghanaian university
AU - Addae, David
AU - Abakah, Ellen
AU - Amuzu, Delali
N1 - Publisher Copyright:
© 2024 The Author(s)
PY - 2025/6
Y1 - 2025/6
N2 - Despite the growing population of non-traditional (mature) students in online learning programmes in universities across the world, less is known about the online learning readiness of this unique category of students. Drawing on qualitative online survey with 128 non-traditional students enrolled in distance education programmes at the University of Ghana, this paper investigates their online learning readiness and solicits their perspectives on ways of improvement. The findings reveal that while mature students exhibit lower levels of online learning self-efficacy, they demonstrate a strong sense of self-directedness in their studies. Furthermore, poor internet infrastructure and network connectivity, a lack of social engagement in the online learning environment, and limited knowledge on digital tools impacted on students' online learning readiness. In response, students recommended enhanced technical support and training, improved peer and tutor interactions, increased student support services, and better management of work-life balance. The study recommends for universities to address these specific needs to optimize the online learning experience and outcomes for mature students.
AB - Despite the growing population of non-traditional (mature) students in online learning programmes in universities across the world, less is known about the online learning readiness of this unique category of students. Drawing on qualitative online survey with 128 non-traditional students enrolled in distance education programmes at the University of Ghana, this paper investigates their online learning readiness and solicits their perspectives on ways of improvement. The findings reveal that while mature students exhibit lower levels of online learning self-efficacy, they demonstrate a strong sense of self-directedness in their studies. Furthermore, poor internet infrastructure and network connectivity, a lack of social engagement in the online learning environment, and limited knowledge on digital tools impacted on students' online learning readiness. In response, students recommended enhanced technical support and training, improved peer and tutor interactions, increased student support services, and better management of work-life balance. The study recommends for universities to address these specific needs to optimize the online learning experience and outcomes for mature students.
KW - Non-traditional students
KW - Online learning
KW - Online learning readiness
KW - Self-directed learning
KW - Self-efficacy
UR - http://www.scopus.com/inward/record.url?scp=85211067227&partnerID=8YFLogxK
U2 - 10.1016/j.ijedro.2024.100407
DO - 10.1016/j.ijedro.2024.100407
M3 - Article
AN - SCOPUS:85211067227
SN - 2666-3740
VL - 8
JO - International Journal of Educational Research Open
JF - International Journal of Educational Research Open
M1 - 100407
ER -