Various studies in the area of distance and online learning have provided insight regarding how to support our higher learning and adult students through effective engagement, academic support, and collaborative learning communities. According to research from Keengwe, Onchwari, & Agamba, (2013), higher learning and adult students felt engaged when instructors used problem-oriented learning activities relevant to students’ interests and jobs, encouraged active learning, and provided a variety of opportunities for collaborative and cooperative group work that emphasized the problem-solving process, decision making, and evaluative skills, in both synchronous and asynchronous formats. Previous research by Yong Tay (2016) found that adult learners felt they were in a supported learning environment when they received effective feedback and coaching from the instructor, thus impacting their academic success and feelings of connectiveness to the other students and instructor.
