**4. Conclusion**

staff often has been trained in the conventional education system; (h) limited appreciation of principles of ODL; (i) shortage of infrastructure and human capital in ODL institutions; and (j) lack of transformation of ODL policies and procedures to accommodate the growing number of learners. The growing number of learners at ODL institutions has placed more pressure on

Adult learners' main challenge lies in situational factors that are beyond their control, such as obtaining employment, caring for a child, health crises, financial difficulties, legal dilem‐ mas, personal or family interferences, and transport problems. Furthermore, adult learners are expected to deal with institutional challenges such as the level of difficulty of content that

These adult learners are also expected to deal with dispositional barriers, including educa‐ tional attitudes, self‐efficacy, resilience, and attribution of failure [11, 43]. These arise from each adult learner's particular life circumstances, such as an altered employment situation, a change in marital status, or the arrival of a baby. Traumatic factors and chronic intermittent events such as on‐going financial problems, or acute stress due to sudden conflict with family members may affect ODL students in ODL mode. Additionally, self‐confidence was found to be a vital requirement for persistence in ODL: if an adult learner is motivated to study but

The cost and lack of student support and services, alienation and isolation, and lack of expe‐ rience in ODL and training all influence adult ODL learners [22, 42]. Work and domestic obligations are expected to hamper ODL learners' achievements far more than would be the case in contact settings, mainly so amid challenging socio‐economic circumstances [54]. Their achievement is shaped by a complex, layered, and dynamic set of events. It is the outcome of interaction between personal, institutional, and broader contextual factors. Some of the challenges affecting adult learners in ODL environments include "faceless" teaching, fear of the imminent replacement of face‐to face learning by computers, diffusion of value usu‐ ally placed on attaining a qualification, faculty culture, lack of independent learning skills and local library resources, lack of formalised agreements to sustain program commitment

Adult students are expected to make a substantial effort when they start studying. These learners are expected to make financial decisions, reorganise their home and/or occupational life, negotiate with family members, and limit their social life [12]. For adult learners to suc‐ ceed, more time is required for preparation of assignments and activities. The more techno‐ logically advanced the learning systems become, the more they go wrong. Non‐educational considerations take precedence over educational priorities. Adult learners are also challenged

ODL institutions to provide more services, especially learner support [19, 39, 44, 46].

is being taught, situation, class attendance, and even re‐admission policies.

through difficulties and problems, and high cost of materials [18, 41].

by their resistance to change and the lack of technological assistance [6].

*3.6.2. Situational challenges*

138 Global Voices in Higher Education

lacks self‐confidence, he or she may fail [12].

*3.6.3. Student‐support challenges*

ODL institutions should respect adult learners' multitasking abilities but may initially need to follow a structured, traditional approach to learning. Some ODL adult learners have to focus on obtaining skills required to stay relevant in the job market, and therefore, ODL institutions should ensure that this learner population continues to grow.

Adult learners' orientation to knowledge depends on methods of knowing, such as "What is in it for me?," "What do you think I must know?," "What do I want and need to know and learn?," and "What is of importance for me to know to keep on learning and growing?" If adult learners succeed in open and distance learning, learning can be an effective vehicle for continuous growth and development. In ODL, adult learner success is influenced by per‐ sonal factors such as intrinsic capacities, as well as issues extraneous to the institution. Adult learners are expected to proceed with their studies according to due dates for the submis‐ sion of assignments and examination dates. They should be able to act independently and be self‐directed.

Adult students need guidance in more interactive classroom settings, and ODL institutions need more formalised training in effective teaching strategies for adult students. In order for ODL institutions and their programs to be responsive to adult learners, the adult learner's context should be taken into consideration. Adult learners are motivated by both intrinsic and extrinsic factors. In developing adult learners, ODL institutions should provide education and programs to expedite workforce training. For ODL to succeed, a structured process for designing programs, which includes quality assurance, is required. In doing needs analysis with involving stakeholders, ODL staff should try to involve people with appropriate skills and should bear in mind the organisation's constraints.
