The Psychology of Adult Learning: Why Flexible Online Universities Achieve Higher Retention and Completion Rates

Authors

  • Prof. Dr. Stanley Anthony Vivion Paul (Sr.) Professor, University of Excellence, Management and Business (U.E.M.B.), Georgetown, GUYANA.
  • Prof. Dr. Justin Joseph Professor, University of Excellence, Management and Business (U.E.M.B.), Georgetown, GUYANA.
  • Prof. Stanley Anthony Vivion Paul (Jr.) Professor, University of Excellence, Management and Business (U.E.M.B.), Georgetown, GUYANA.
  • Prof. Coretta McDonald Professor, University of Excellence, Management and Business (U.E.M.B.), Georgetown, GUYANA.
  • Prof. Orande Kenneatior Solomon Professor, University of Excellence, Management and Business (U.E.M.B.), Georgetown, GUYANA.
  • Prof. Shenelle Rambhajan Professor, University of Excellence, Management and Business (U.E.M.B.), Georgetown, GUYANA.

DOI:

https://doi.org/10.55544/ijrah.5.4.34

Keywords:

Adult learning psychology, online universities, retention rates, flexible education, andragogy, self-determination theory, cognitive load, self-regulation, lifelong learning, Guyana

Abstract

Adult learners constitute one of the fastest-growing segments of higher education globally, especially within developing regions where working professionals seek opportunities for reskilling, advancement, and social mobility. Flexible online universities have demonstrated significantly higher retention and completion rates among adult learners compared to traditional institutions. This article explores the psychological foundations underpinning adult-learning success in online environments, drawing upon established theories of andragogy, self-determination, cognitive load, self-regulation, and motivation. Findings indicate that flexibility, autonomy, relevance, and real-world applicability directly align with adult learners’ cognitive and motivational profiles. Implications are examined in the context of Guyana and the wider Caribbean, where online higher education has become central to national human-capital development. Policy and institutional recommendations are provided to strengthen adult-learning pathways across the region.

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References

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Published

2025-07-31

How to Cite

Paul (Sr.), S. A. V., Joseph, J., Paul (Jr.), S. A. V., McDonald, C., Solomon, O. K., & Rambhajan, S. (2025). The Psychology of Adult Learning: Why Flexible Online Universities Achieve Higher Retention and Completion Rates. Integrated Journal for Research in Arts and Humanities, 5(4), 209–211. https://doi.org/10.55544/ijrah.5.4.34

Issue

Vol. 5 No. 4 (2025): July Issue

Section

Articles

License

Copyright (c) 2025 Prof. Dr. Stanley Anthony Vivion Paul (Sr.), Prof. Dr. Justin Joseph, Prof. Stanley Anthony Vivion Paul (Jr.), Prof. Coretta McDonald, Prof. Orande Kenneatior Solomon, Prof. Shenelle Rambhajan

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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