Navigating Online Physics: Barriers, Enablers, and Integrity Concerns Among Non-Traditional Adult Learners

• In Event: AERA Poster Session Wednesday 1:45pm
  In Poster Session: Supporting Sensemaking in Science Teaching and Learning

Abstract

Non-traditional adult learners (NALs) now represent over 30% of college enrollment and often pursue degrees online. This qualitative study explores the experiences of NALs in an accelerated asynchronous physics course, focusing on barriers/enablers to success and views on academic integrity and AI. Participants cited personal obligations, limited math preparation, and the fast pace as key challenges, while instructor support and peer discussion enabled success. Students trusted proctoring tools but expressed mixed feelings about AI, viewing it as both promising and uncertain. Guided by the theories of andragogy and self-regulated learning, our findings suggest that the physics curriculum should be reviewed in this context to emphasize conceptual understanding over algebraic computation while connecting to learners’ prior experiences and real-world relevance.

Authors

• Jude Sullivan, Pennsylvania State University

• Ashlyn Leary, Lehigh University

• J. Bryan Henderson, Arizona State University

• Molly Simon, Arizona State University

• Louis Leblond, Pennsylvania State University