ABSTRACT
In 2019, a mid-size college in the Western United States conducted a study to examine the online discussion experience preferences and perceptions of its adult students. An analysis comparing student perceptions of a traditional, asynchronous, text-based discussion model to student perceptions of a synchronous, video-based discussion model revealed a statistically significant difference in favor of the synchronous model. This finding was contradictory to the college’s long-held notions that online adult learners are generally averse to synchronous course requirements. Following is an elaboration of this study and a discussion of its implications in the context of blended learning for neotraditional students.
