Research also reveals that perceptual strengths, food intake, times of day or night, and mobility affect an adult's learning experience (Denny). While some adults prefer to learn new material by hearing the information, others may prefer kinesthetic involvement (Denny). Moreover, some adults may need to snack at regular intervals while studying, while others may not consume food or beverages for hours while learning (Denny). The time of day in which learning o

Age is also a variable that affects learning styles (Denny). According to a 1987 study of 145 adult students aged 18 years and older, found that older adults are more motivated and prefer a formal design, while younger adults are kinesthetic learners and are more persistent (Denny). The study also found that productivity occurs in the evening for younger adults, whereas older adults are more productive in the morning (Denny). Moreover, females over the age of 55 were not as productive in the afternoon as they were in the morning, while younger males prefer to learn in the evening and did not want an authority figure present when learning new information (Denny). The researchers concluded that significant changes occur as an adult ages (Denny).

Some may be women who have succeeded in school in the past by doing every assignment neatly and completely, but without a strong voice, and may have never reached the point of challenging authority and assuming some of their own, necessary skills for overburdened Online learners (Halio). According to Cheris Kramarae, author of The Third Shift, a study of women in distance learning courses published by the American Association of University Women, female students may have extraordinary family responsibilities and financial pressures that can overwhelm them during the semester (Halio). Female students, who often enjoy processing new information face to face with others, may undergo special challenges in online course (Halio). Other researchers have noted that women often have difficulties with online correspondence (Halio).

According to national surveys, there are some 50 million adults in the U.S. who are illiterate and another 39 million who read with considerable difficulty (Sanders). Most potential adult learners have critical issues affecting their lives, including economic deprivation, learning disabilities, family crises and unemployment or under-employment (Sanders). Often life demands make it difficult for them to find time to study, while others refuse to seek help due to fear of being shamed or exposed or believe they are incapable of learning (Sanders).

In 1998, one study of 61 adults aged 25 years and older, and 95 adults aged 18-24 years, of five remedial English and five remedial mathematics courses found that student age accounts for little variance in student expectations of the classroom environment, learning style, or select course outcomes (Strange). Nevertheless, students in reading and mathematics classes with learner-centered activities achieved higher course grades (Strange). The twenty-five years and older students in mathematics sections reported a greater sense of accomplishment and a more positive total course experience th

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