For many adults after graduating high school college wasn’t an option, the cost of tuition, family life situations, or just not ready to go at that time. Whatever their reasons they entered the work force and started a career immediately, in doing so, they established themselves financially and moved past many of the distractions that prevented them from college in the beginning. Most adults are accustomed to traditional in classroom learning with the personal interactions between instructors and students. Unfortunately traditional classrooms will not fit into the busy schedule of adult students, with this in mind the internet has presented additional ventures for adult through distance learning, therefore providing another approach for them to achieve a higher education. The influences of distance learning on adult learners opens up new opportunities for adult students who might be left out from partaking in achieving a greater education. A study there are four barriers found for adults completing a degree: lack of time, family responsibilities, scheduling and location of courses, and cost (Silva, Calahan, And Lacireno-Paquet 1998; Keengwe, J., & Kidd, T. 2010, p55). Distance learning has been defined as: any type of instruction in which the student and instructor are separated by physical distance not in the same room. It is a medium of teaching and learning using modern technology so that teachers or students do not have to be together in the classroom (Wahlstrom, William and Shea, 2003; O’Lawrence 2006, p47). The influences of distance learning has placed a fear, and uncertainty of the unknown on countless adult learners. What would distant learning be like? Would they be able keep up with the assignments with their busy schedules? Most feel that traditional classrooms are still the better option. On the other hand there are some reason that encourage adults to be active in online courses such as the interaction with other student’s online and gaining new ideas as well as sharing prior knowledge with fellow classmates. Adult learners often favor a specific type of learning and will choose that format for their educational needs. For example if they prefer a traditional classroom environment they will tend to select that particular type program. If they prefer the convenience of distance learning they will choose such opportunities (Buxton and Muth 2012, p12). With the advances in the internet and nearly every home having access to the World Wide Web, distant learning, has created the flexibility for many adults to have the second chance at a more valued education.
The increase reliance on technology in businesses, homes, and schools demonstrates the regular use of the internet. More than 73% of Americans report using the Internet regularly and more than 55% of Americans have broadband access, up from 47% in 2007. Of those who use the Internet at home, 79% have a high-speed connection. These data suggest that Americans are becoming technologically engaged, if not savvy. Eighty-eight percent of students indicate they access the Internet on a daily basis at a minimum. As a result of this technological proliferation, higher education is turning to the World Wide Web to expand or enhance course and program offerings (Pew 2006; Horrigan 2008; Student Monitor, 2008; Keengwe, J., & Kidd, T. 2010, p55) .
Study habits most be formed to balance multiple roles as an adult. Because of an established life style it could lead to conflicts with time management for an adult verses a high school graduate without family obligations or answers to an employer. Self-regulation is not a mental ability or an academic performance skill, but rather, a self-directive process through which learners transform mental abilities into task-related academic skills (Zimmerman 2001). The benefit of establishing their own schedule for class time assist with sustaining class participation and eliminate most time management conflicts. Online students must possess the self-discipline to dedicate the time to course studies and assignments. Self-regulation is defined as the “process whereby students personally activate and sustain behaviors, cognitions, and affects that are systematically oriented to the attainment of goals” (Zimmerman, 1989; Keengwe, J., & Kidd, T. 2010). Self-regulated learning must include three components of student behavior in conjunction to their behavior and use of cognitive strategies. First, students must actively control their behavior by monitoring progress and adjusting the use of a strategy to assist with a task. Second, the goal or degree to which the task is completed. Third, the student must control his or her actions (Pintrich 1995; Keengwe, J., & Kidd, T. 2010). Emotional effects of online learning can have positive results on an individual student. Reactions such as joy, excitement for the flexibility of online learning, and enthusiasm. Everyone is not going to have the same success with online learning compared to if they were sitting in a classroom. Through online learning adults have obtained the satisfaction of accomplishing a lifelong goal in continuing their education giving the since of pride knowing that their hard work was not in vain when they receive an undergraduate or a graduate degree. In conclusion, distance learning has helped many adults accomplish their dreams. It has aided them in keeping their current job or advancement in career opportunities. As well as giving them the second chance in achieving an educational goal. Employment and family responsibilities is no longer a limitation to not attending a university. The flexibility to control their schedule, learning new ideas from fellow classmates are a few influences that attract adults to distant learning. The confidence gained from using the internet eliminates the question if they can manage a busy work schedule and maintain class assignments?

Reference
Keengwe, J., & Kidd, T. (2010). Adult learning in the digital age: Perspectives on online technologies and outcomes. Hershey, PA
Lawrence, H. O. (2006). An overview of the influences of distance learning on adult learners, Vol. 81, 5, 47-49. http://www.scientificjournal.org/journals2007/articles/1041.htm.
Selwyn, N., Gorard, S., & Furlong, J. (2006). Adult learning in the digital age: Technology and the learning society.. Abingdon, Oxon OX 14 4RN: Routledge.
Zembylas, M. (2008). Adult learners' emotions in online learning. Vol 29(1), 71-87.