It would be better to have most of the discussions as asynchronous online learning modules or email discussion groups. For a one year course, only two contact sessions could be a requisite where a review preview or evaluation can be done, that in during these contact sessions. These contact sessions can be for three or five days. Everything else can be online and asynchronous. Questions or PBL scenarios can be posted by the Facilitators or Mentors and for which the Adult Working Learners can post their answers (with references of literature) and these can be vetted for plagiarism and academic accuracy. Also one project can be assigned individually to be presented as a poster or paper in the second contact session. Online mentoring has to be done.

Dear Professor Anu Sasidharan ,

Thank you so much for taking the time to share your insights and ideas on this topic. I appreciate your thoughtful response, particularly the suggestion of structuring most discussions as asynchronous online modules and limiting face-to-face contact sessions to only two within a year. This approach seems very practical, as it accommodates the busy schedules of working adults while still providing them with the flexibility to engage with course materials at their own pace.

I agree that having these contact sessions, spanning three to five days, could be crucial in offering opportunities for evaluation and in-depth reviews. The idea of assigning projects that culminate in a presentation during the second session is also a valuable strategy to ensure that learning is applied in a meaningful way.

I particularly find the concept of online mentoring and the use of Problem-Based Learning (PBL) scenarios quite beneficial for adult learners. It not only allows them to engage critically with the material but also enables them to relate their professional experiences with their academic studies.

In my view, incorporating these elements would indeed create a more supportive learning environment for working adults. Thank you again for your valuable contribution; it’s insightful and aligns well with the objective of enhancing adult education programs.

Pleasure is all mine Sir

In today’s crazy, fast-moving world, a lot of working adults are heading back to school to either move up in their careers or switch to something new. But universities really need to get that these people have a lot going on. Things like flexible schedules and deadlines are super important if they want to make things easier but let’s be honest, many institutions aren’t doing a great job with this.

One big reason for that is probably the budget. Universities are kind of like businesses in that way, they’re trying to save money, which can lead to being understaffed or having overworked faculty. And that makes it tough to offer students, especially those in online courses, the personal support they need. It’s hard to be flexible with deadlines when there’s just not enough staff to help students quickly. But if universities really want to provide a meaningful education, they have to sort this out. They need to put resources into hiring more staff or making sure lecturers have the capacity to give working adults the attention they deserve. Flexibility isn’t about making things easier or lowering standards, it’s about being realistic.

Working adults aren’t like full-time students who can focus all their energy on studying. A lot of them are managing jobs, family and even furkids. Those who are married with children, trying to balance all that with work commitments like meetings, deadlines and even business trips. They’re already deep in the whole “adulting” thing, handling pressures that traditional students don’t really deal with.

What’s really important here is that when universities and lecturers offer flexibility, it’s not about lowering expectations. It’s about understanding that these adults have a lot on their plate. They’re not missing deadlines because they’re lazy or unmotivated, but because they’re managing real-life stuff that has to come first. Giving them the option to shift deadlines around helps them submit quality work instead of just rushing to get something done by a certain date.

If education is really about learning and growing, then flexibility has to be part of the deal. Otherwise, universities are just pushing students to do the bare minimum, which is to finish quickly, pass and grab that degree, without really learning. For working adults, especially in places like Malaysia where balancing personal and work life is tough enough, this flexibility can be the difference between success and burnout.

Dear Gayathrie Vijaya Kumar ,

Thank you so much for sharing your detailed and insightful thoughts on this topic. I completely agree with your point that flexibility is essential for working adults who are juggling multiple responsibilities, whether it’s work, family, or other personal commitments. Your perspective highlights the reality that many universities may not fully understand the challenges these students face, and that the lack of flexibility can hinder their learning experience.

I also appreciate your insight into how universities, much like businesses, struggle with budget constraints that affect their ability to provide adequate support. The suggestion of investing resources to hire more staff and ensuring that lecturers have the capacity to support working adults is absolutely valid. As you mentioned, flexibility isn’t about lowering standards but about acknowledging the real-life circumstances of working adults.

Your emphasis on the need for universities to adjust deadlines and schedules to allow for quality submissions, rather than rushed work, is especially important. It resonates with the broader goal of education, which should be about meaningful learning and growth rather than just pushing students to quickly pass through the system.

I agree that for working adults, particularly in places like Malaysia, where balancing work and personal life can be challenging, such flexibility could indeed be the key to avoiding burnout and achieving genuine success. Thank you again for your valuable contribution, it’s a perspective that truly enriches the discussion.

Las instituciones de educación superior, pueden mejorar sus sistemas de apoyo académico para los adultos trabajadores en programas de tiempo parcial o a distancia, mediante el desarrollo de las actividades formativas centradas en el estudiante. Así, por ejemplo, el modelo de formación por competencias y resultados de aprendizaje, permite ofrecer rutas personalizadas en las que el estudiante reconozca su experiencia laboral previa, que como expone González y Wagenaar (2006), ofrece mayor flexibilidad en el avance y modalidad de formación. En este mismo contexto, el enfoque constructivista recomienda que las Instituciones de Educación Superior (IES), deben fomentar la autogestión del aprendizaje. Y bajo el pensamiento sociocrítico, igualmente se invita a plantear el desarrollo de comunidades de aprendizaje colaborativo que fomenten el análisis crítico de los problemas sociales y laborales (Freire, 2005), para proponer alternativas de solución. Esta estrategia, favorece igualmente a nivel de las IES; la articulación de a actividad educativa, con el sector externo (empresarial y social del entorno). De estas maneras, las IES pueden, que como, como plantea Piaget (1972), favorece la autogestión del aprendizaje apoyado en el uso de recursos digitales interactivos y tutorías en línea.

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Higher education institutions can improve their academic support systems for working adults in part-time or distance programs by developing student-centered training activities. Thus, for example, the training model based on competencies and learning results allows us to offer personalized routes in which the student recognizes their previous work experience, which, as González and Wagenaar (2006) explain, offers greater flexibility in the advancement and modality of training. training. In this same context, the constructivist approach recommends that Higher Education Institutions (HEIs) should promote self-management of learning. And under sociocritical thinking, it is also invited to propose the development of collaborative learning communities that encourage the critical analysis of social and labor problems (Freire, 2005), to propose alternative solutions. This strategy also benefits the HEI level; the articulation of educational activity with the external sector (business and social environment). In these ways, HEIs can, as Piaget (1972) suggests, favor self-management of learning supported by the use of interactive digital resources and online tutoring.

Dear María Smaya González Delgado ,

Thank you so much for your comprehensive and insightful response. I appreciate the depth of your analysis and the application of various educational theories, such as the constructivist approach and sociocritical thinking, to enhance support for working adults. The idea of developing student-centered training activities and offering personalized learning routes based on competencies is a powerful approach. It not only acknowledges the value of working adults’ prior work experience but also provides them with the flexibility to progress at their own pace, which is crucial.

I also agree with your emphasis on self-management of learning, which aligns well with the reality that many working adults must navigate their studies independently while managing professional and personal commitments. Promoting collaborative learning communities is an excellent suggestion, as it not only encourages critical thinking but also helps learners connect their academic work with real-world issues, creating a meaningful educational experience.

Your point about integrating interactive digital resources and online tutoring to support self-managed learning is particularly relevant. It offers a practical way for HEIs to bridge the gap between the needs of working adults and the constraints of traditional academic support structures. This approach could indeed help working adults engage more deeply with their studies while balancing their careers.

Thank you again for contributing your valuable perspective. Your ideas enrich the discussion and provide a solid framework for improving support for working adults in higher education.

With great pleasure. I have worked with adult students who study and work and I know that it involves significant challenges for both them and the teacher. Best regards.

Hi María Smaya González Delgado ,

Thank you for your kind response and for sharing your experience working with adult students. It's clear that your insights come from a deep understanding of the challenges faced by both students and educators in this context. I truly appreciate your dedication to supporting working adults in their academic journeys and your thoughtful contributions to this discussion. It's always inspiring to connect with fellow academicians who share a passion for enhancing education for diverse learners.

Thank you, I especially appreciate your generous words.

Definitely, online lessons, assignments, and coursework marks may help. It also calls for more flexibility as adults balancing both work and education can be overly stretched.

Dear Rudo Tamangani ,

Thank you so much for your response and for sharing your thoughts. I completely agree that online lessons, assignments, and coursework marks are vital components that can significantly support working adults as they manage their education alongside professional responsibilities. Your point about the need for more flexibility is absolutely true, working adults often face tight schedules and competing demands, so offering adaptable learning options is crucial for their success.

I believe that flexibility goes beyond just deadlines; it can also include providing various formats for course delivery, such as recorded lectures or modular content that allows students to engage with the material at their own pace. It’s encouraging to see ideas like yours that emphasize making education more accessible and realistic for adult learners.

Thank you again for your valuable input, and I appreciate your contribution to this important discussion.

Todos tenemos derecho y la oportunidad a la educación, y a mejorar nuestra condición socioeconómica a través de esta. Así que, es necesario que se impartan clases a distancia y con facilidades de acceso a las actividades, tiempo y entrega de esas actividades. Permitiendo a la vez, un desarrollo de vida sin estrés y con entusiasmo de crecer intelectualmente y en lo laboral. Siendo la educación el eje de crecimiento de las personas y las naciones, para conformar activamente este mundo global con el derecho a la educación.

Estimada Dra. Lucina Martínez Villeda ,

Muchas gracias por su respuesta tan enriquecedora y por compartir su perspectiva. Estoy completamente de acuerdo con usted en que todos tenemos derecho a la educación y que esta es fundamental para mejorar nuestra condición socioeconómica y nuestro crecimiento personal y profesional. La implementación de clases a distancia y la flexibilidad en la entrega de actividades son, como usted menciona, elementos clave para que los adultos que trabajan puedan acceder a la educación sin comprometer su bienestar.

También coincido en que la educación debe ser un eje de crecimiento tanto para las personas como para las naciones. Ofrecer a los estudiantes adultos un entorno de aprendizaje que minimice el estrés y fomente el entusiasmo por aprender es crucial para garantizar que puedan desarrollarse plenamente en sus carreras y contribuir activamente a nuestra sociedad global.

Gracias nuevamente por sus valiosos aportes. Es un honor contar con su visión en esta discusión.

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English Translation:

Dear Dr. Lucina Martínez Villeda,

Thank you very much for your enriching response and for sharing your perspective. I completely agree with you that everyone has the right to education and that it is essential for improving our socioeconomic status as well as our personal and professional growth. Implementing distance learning and flexibility in activity submissions are, as you mentioned, key elements for working adults to access education without compromising their well-being.

I also agree that education should be a central pillar for the growth of both individuals and nations. Providing adult students with a learning environment that minimizes stress and fosters enthusiasm for learning is crucial to ensuring they can fully develop in their careers and actively contribute to our global society.

Thank you again for your valuable contributions. It is an honor to have your insights in this discussion.

Saludos cordiales, Alex Foo