The population of adult learners is increasing beyond that of any other segment of the population groups in higher education (Bowden & Merritt, 1995). Teaching literacy, technology, and more to adults is a common practice. Adult education is a source for information and services for some and it is a way to achieve higher degrees and wages for others (Ashcroft, 2003; Elman & O'Rand, 2004; Goodson, 2002). Adult education is advertised as having the ability to change an individual's life (Denyer, Gill, & Turner, 2003). Ntiri (1999) described the typical adult learner as female, and employed full-time in a technical, business, or professional field. These students are called nontraditional since they differ from the average college students ranging in age from 18 to 24 years. Richardson and King (1998) noted that while the adult learner tends to be female and of a minority ethnic group, the usual underpinning associated with these groups is not present.
Research responding to this increase in adult learners has focused on the type of learning that adults prefer. For example, studies have noted that the adult learner needs to have an active role in their learning process and what they learn must be applicable to their daily lives. The adult learner is highly motivated and brings a wealth of experience to the classroom that lends itself to experiential learning (Dinmore, 1997). The adult learner is self-directed and would benefit from local library references and databases. Barriers to education for this group include work schedules and possible deficits in basic skills. Adult students desire a quality education that can fit into their schedule. Adult learner programs require administrator and professor adjustments to meet these needs (Dinmore, 1997; Revill, 2001; & Duckett, 2001).
Fresno Adult School is the largest adult school in Central California. This school provides low-cost and no-cost educational options. T...