The Amer. Jrnl. of Distance Education, 27:100–110, 2013 Copyright © Taylor & Francis Group, LLC ISSN: 0892-3647 print/1538-9286 online DOI: 10.1080/08923647.2013.783265 Stressors and Supports for Adult Online Learners: Comparing First- and Continuing-Generation College Students Susan A. Dumais, Tracey E. Rizzuto, and Joe Cleary Louisiana State University Luke Dowden University of Louisiana at Lafayette A mixed-methods approach was used to examine the perceptions that adult online learners have about their ability to succeed in their educational pursuits, the barriers that they face, and the insti- tutional supports that help them to persist. Particular attention was paid to the differences between first-generation and continuing-generation adult online learners. Survey findings show that the major- ity of adult online learners—both first- and continuing-generation—are confident in their abilities to succeed in school. First-generation adult online learners are more likely to cite highly demand- ing work environments, which may impede their ability to balance school with other commitments. Both groups make use of the supports offered by their schools, especially those related to curriculum and technical guidance, but first-generation adult online learners have higher rates of usage overall. In interviews, both groups cite the importance of advisors, whereas first-generation adult online learn- ers are more likely to cite problems with teachers as obstacles to their success. These findings imply that it is important to consider students’ generational status when developing programs and services for the adult online student population. Nontraditional students—those who delay enrollment, attend school part-time, work full-time, are financially independent, have dependents, are single parents, and/or do not have official high school diplomas—are becoming the majority of the college student population (Choy 2002). However, studies have shown that there is a lack of support at the college level for nontraditional students (Fairchild 2003). Adult online learners, as a subset of the nontraditional student popula- tion, may be even more lacking in support. Traditional, residential college students are surrounded by resources and programs to help them adjust to postsecondary education. Orientation programs, upperclassmen mentors, and student support service offices are present to assist these students. In contrast, some adult online learners may feel isolated. The offices meant to provide support Correspondence should be sent to Susan A. Dumais, Department of Sociology, Louisiana State University, 126 Stubbs Hall, Baton Rouge, LA 70803. E-mail: dumais@lsu.edu Downloaded by [Louisiana State University], [Susan A. Dumais] at 12:07 27 June 2013