Eliminating Barriers for Non-Traditional Minority Adult Learners (NMALs) in Online Spaces

Introduction

A high percentage of openings in the workforce require some form of higher education (Cronen et al., 2021; Digital Promise, 2016). Despite the opportunities for job growth and placement, presently there is a lack of training in the underserved community. We focus on nontraditional minority adult learners (NMALS)—language learners, low-income, and those with special needs (Chen, 2017; Levicky-Townley et al., 2021). A quarter of a million adults have not graduated or have fallen short of being able to attend traditional post-secondary education due to uncertainties of financial burden, family responsibilities, working full-time, low literacy levels, or geographical inconvenience (Kilgore, 2004; Merriam & Bierema, 2013). Due to demanding responsibilities, adult online education seems to be the only option considering traditional methods fell short and did not serve their needs. With increases in the economy, many from underserved communities are finding themselves already enrolled or with a desire to go back to school to improve their outcomes. Adult learners enter the non-traditional education system to obtain a GED, high school diploma, trade certification, or college degree. Underserved adults need programs that are conveniently accelerated and flexible. Currently, there are approximately 36 million adults with low literacy in the US, and about 6 million are enrolled in at least one online course (Digital Promise, 2016; Oyarzun et al., 2021; Stephens & Coryell, 2020). Online education has increased by well over 97% from 2012 to 2020 (NCES, 2022; Stephens & Coryell, 2020; Yeboah & Smith, 2016). Furthermore, with advancements in technology and the popularity for online education, many adults will aspire to better themselves by enrolling in more programs. In addition, online education provides sustainable lifelong learning (Stephens & Coryell, 2020). However, we must consider those who left traditional schooling (face-to-face classroom setting), as they may lack the confidence and skills to return to school. As a result, those who are currently enrolled may find it difficult to navigate the advances in technological software of online learning management systems (LMS). Ultimately, are adult online programs ready to serve those from underserved communities?

The purpose of this chapter is to provide an overview of how educators can provide relevant and productive means of engagement and learning for underserved populations in their online courses. We will start with non-traditional minority adult learners (NMALS), who they are and why they are returning to school. We will then explore Malcolm Knowles’ Adult Learning Theory within the framework of andragogy (Finn, 2022). Andragogy focuses solely on the adult learner, leading them from teacher-directed to self-directed learning (Finn, 2022). We will briefly investigate the use of SN-Learning environments in support of andragogy.