Research has consistently suggested that colleges and universities should review academic programs and support services in order to make modifications to meet the needs of adult learners. However, one could argue that colleges and universities cannot be successful in meeting adult learners' needs without understanding the barriers they experience. This study utilized phenomenology to examine the perceived barriers of adult learners in an accelerated undergraduate degree program in the mid-South. Analysis of data collected from adult learners identified three types of barriers: (a). intrapersonal, (b). career and job-related barriers, and (c). academic-related. The results of this study suggested that barriers are never extinct for adult learners and they must work to overcome or manage barriers which emerge from their multiple life roles.
Adult Learners, Higher Education, Distance Education, Barriers to Learning, Phenomenological Research
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Recommended APA Citation
Deggs, D. (2011). Contextualizing the Perceived Barriers of Adult Learners in an Accelerated Undergraduate Degree Program. The Qualitative Report, 16(6), 1540-1553. Retrieved from http://nsuworks.nova.edu/tqr/vol16/iss6/5