The Psychology of Adult Learning

Why Flexible Online Universities Achieve Higher Retention and Completion Rates

Bibliographic Data

ID22200617
AuthorsStanley Anthony Vivion Paul, Justin Joseph (0000-0002-4866-4303, University of Guyana), Coretta McDonald (University of Guyana), Orande Kenneatior Solomon (University of Guyana), Shenelle Rambhajan (University of Guyana)
Year2025
Volume5
Issue4
Pages209-211
Publication date2025-07-31
Open AccessYes
TypeARTICLE
VenueIntegrated Journal for Research in Arts and Humanities (JOURNAL)
Journal identifiersISSN: 2583-1712 • E-ISSN: 2583-1712
PublisherStallion Publication (PUBLISHER)
DOI10.55544/ijrah.5.4.34
OpenAlexW7142746033
LanguageEN
References cited4

Adult learners constitute one of the fastest-growing segments of higher education globally, especially within developing regions where working professionals seek opportunities for reskilling, advancement, and social mobility. Flexible online universities have demonstrated significantly higher retention and completion rates among adult learners compared to traditional institutions. This article explores the psychological foundations underpinning adult-learning success in online environments, drawing upon established theories of andragogy, self-determination, cognitive load, self-regulation, and motivation. Findings indicate that flexibility, autonomy, relevance, and real-world applicability directly align with adult learners’ cognitive and motivational profiles. Implications are examined in the context of Guyana and the wider Caribbean, where online higher education has become central to national human-capital development. Policy and institutional recommendations are provided to strengthen adult-learning pathways across the region

Adult education · Cognition · Electronic learning · Higher education · Online course · Underpinning · Adult and Continuing Education Topics · Educational Leadership and Innovation · Human Resource Development and Performance Evaluation

Tools

Open DOIOpen Access