Abstract
This chapter explores care with respect to theoretical concepts including belonging and mattering. The authors utilize feedback from the academic resolution process and draw from faculty experiences to illustrate the unique challenges of the adult online learner and those who work with them. They highlight data from a study that aimed to give voice to the student as well, identifying elements of perceived care that may be particularly impactful in the online environment. Warm, inviting communication and recognition of individuality were particularly valued, suggesting a desire for connection. Finally, the authors identify clear strategies for practical actions to develop meaningful online relationships which may enhance student persistence.
TopConsidering Context: What Do Online Learners Want Or Need?
The adult online learner faces unique challenges, especially in an open-access institution, which brings a set of impacts that may not be visible through the computer screen. Adult online learners may come from varying backgrounds and skill levels. Though academic preparedness does play a role in failure to thrive at the college level, non-academic or affective factors (i.e., personal variables such as self-confidence or motivation) present additional challenges (Fowler & Boylan, 2010). With an accelerated online course format and little time to build lasting relationships, students pursuing online education may feel disconnected or unsupported, especially given adult learners' additional obligations (e.g., work and family life). To successfully navigate these challenges, students need adequate support. Though faculty members may be willing to support students, they may not be fully aware of existing resources or opportunities to demonstrate care or identify students who could benefit from additional support services. Students may drop, fail, or even leave the institution because they do not perceive or receive support and flexibility from instructors and staff.
Key Terms in this Chapter
Hardship(s): Extenuating circumstance(s) that prevented a student from having an opportunity to operate within classroom expectations and University policy.
Adult Online Learner: Adults (typically age 25 and over) with a wide range of educational and professional experiences who choose to return to school and take online classes for the flexibility to maintain work and family responsibilities; also known as “non-traditional students.”
Pell Grant Recipients: Awarded to students who display exceptional financial need.
Academic Resolution: A process at The University of Arizona that provides students an opportunity to seek redress of academic concerns to ensure their instructional experience represents a fair and consistent evaluation of student performance.
Non-College Life Events: Events that occur outside of the collegiate classroom that impacts a student’s ability to engage positively.
Self-Efficacy: An individual’s belief in their capacity to complete actions necessary to achieve goals.
Adjunct Faculty: A part-time faculty member hired on a contractual basis.
Culture of Care: A culture promoting greater flexibility and a more individualized approach to faculty engagement with students.