As online learning becomes a more accessible option for adult learners, understanding what fuels motivation in this space has become essential. Many of us are balancing jobs, family, and learning all at once, so what keeps adults motivated in these online business courses? Using a blend of Grounded Theory and Case Study approaches, this research dives deep into how adult learners manage everything on their plates while using digital feedback tools in online courses. It’s about taking real-life experiences and seeing what’s working—and what isn’t.
Getting to the Heart of Motivation with Grounded Theory
Here’s what makes Grounded Theory so powerful in this context—it allows us to get insights directly from those living it. By listening to faculty members who play a critical role in supporting adult learners, we get a front-row seat to understanding the exact tools and methods that make a difference. Grounded Theory is like listening to the heartbeat of the people who work with these tools every day, capturing patterns and practical takeaways.
Research Question:
How do faculty use digital tools to support adult learners in online business courses?
This question is key to figuring out what kind of support actually works. In interviews and reflective journals, faculty share their strategies and insights on how digital tools are helping (or sometimes not helping) adult learners balance their busy lives. It’s these stories and shared experiences that highlight the real challenges—and successes—in supporting adult students (Creswell & Poth, 2016; Salikhova et al., 2021).
Building Real-World Connections with the Case Study Approach
While Grounded Theory gives us a broad understanding, the Case Study method lets us zoom in for a closer look at specific faculty practices. With Case Studies, we can see exactly how digital tools impact learning and engagement, focusing on individual stories and experiences to understand the bigger picture.
Case Study Question:
How does personalized digital feedback influence adult learners’ success in online business courses?
This question directs us to see exactly how feedback helps adult learners. The data collected from these experiences show that feedback isn’t just a one-way street—it’s a conversation that supports learners and keeps them engaged. Specific practices, like timely responses and constructive comments, highlight the impact of these tools in motivating students juggling everything from work to family to personal growth (Ng & Lo, 2023; Sahin & Yurdugul, 2022).
Why Grounded Theory and Case Studies Matter for Digital Education
Using both of these approaches together gives us a complete view. Grounded Theory allows us to listen deeply to people’s experiences, while Case Studies let us take a magnifying glass to specific practices in action. Together, they provide a roadmap for educators to create a learning environment that’s not just about completing courses but about supporting growth and engagement in real, meaningful ways.
Taking It Home: What This Means for Adult Learners
For adult learners, understanding what drives motivation isn’t just about acing a course; it’s about creating a learning path that works with their lives. With insights from this research, faculty can create a supportive, responsive digital classroom that feels accessible—even when life gets busy. Grounded Theory and Case Study insights remind us that motivation and success come from environments that meet learners where they are.
Betting on Success in Online Learning
Betting on success in online education is about understanding what motivates adult learners and creating systems that support their unique needs. Through our Inspiration Moments, we explore ways to help adult learners thrive in digital spaces, finding insights and resources that make growth more achievable, even for those juggling many responsibilities.
Visit my website at bettingonme.com to explore articles on growth, personal development, and purpose-driven learning. Let’s keep learning and growing together, one step at a time.
Thanks for allowing me to join you on this journey. Until next time, keep thriving and believing that ‘Life happens for you, not to you, to live your purpose.’
Respectfully,
Lynn “Coach” Austin
References
- Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.
- Ng, L.-K., & Lo, C.-K. (2023). Enhancing Online Instructional Approaches for Sustainable Business Education in the Current and Post-Pandemic Era: An Action Research Study of Student Engagement. Education Sciences, 13(1), 42. https://doi.org/10.3390/educsci13010042
- Sahin, M., & Yurdugul, H. (2022). Learners’ Needs in Online Learning Environments and Third Generation Learning Management Systems (LMS 3.0). Technology, Knowledge and Learning, 27(1). https://doi.org/10.1007/s10758-020-09479-x
- Salikhova, N. R., Lynch, M. F., & Salikhova, A. B. (2021). Adult Learners’ Responses to Online Learning: A Qualitative Analysis Grounded in Self-Determination Theory. Eurasia Journal of Mathematics, Science and Technology Education, 17(10). https://doi.org/10.29333/ejmste/11176
About Lynn F. Austin
Lynn F. Austin is an educator, author, entrepreneur, and doctoral candidate who is passionate about inspiring others to reach their highest potential. With a strong foundation in faith and expertise in leadership, personal growth, and AI in higher education, Lynn is an emerging thought leader dedicated to empowering individuals to embrace challenges.
As a speaker, Lynn shares her insights and experiences at schools, conferences, and workshops. As the author of The Newman Tales children’s book series and other business, motivational, and faith-based books, Coach Austin draws from personal experience and professional expertise to motivate readers to join her toward purposeful living along a “life happens for me (not to me) to live my purpose” journey of faith, growth, and inspiration.