Date

4-17-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Kristy Motte

Keywords

Andragogy, Motivation, Non-traditional Learners, Online, Orientation to Learn, Phenomenology, Readiness, Strategies, Time Management, Transcendental

Disciplines

Education

Abstract

This transcendental phenomenological study aimed to understand the time management decisions of persistent non-traditional online learners over 30 at large institutions offering online programs in the United States. The central research question is: What are the shared time management experiences of persistent non-traditional online students over 30 enrolled in large institutions in the United States? Data was collected through semi-structured interviews, journal prompts, and focus groups. The sample comprised 12 participants. Saturation began to visualize after the ninth interview. Data collection continued until all 12 participants were interviewed and their journal prompts were completed. The study was conducted in a virtual setting, utilizing Knowles's theory of adult learning as its theoretical framework. Strategies for ensuring transferability and credibility include member checking and triangulation of data sources. Thematic analysis was employed for data interpretation. Findings revealed that key themes such as Personal Organization and Reflection, Time Management Challenges and Scheduling, and Work–Life Balance significantly influenced the persistence of non-traditional learners in online education. These elements and strategies for navigating challenges and leveraging online learning flexibility underscored the importance of effective time management for online academic success and personal fulfillment among non-traditional learners enrolled in online learning programs.

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