2nd UPALS International Conference on Languages 2013 86 A STUDY OF HINDRANCE IN E LEARNING PROGRAMMES AMONG ADULT LEARNERS Dr Noor Hanim Rahmat 1 and Dr Azizah Daut 2 Academy of Language Studies, Universiti Teknologi MARA, Johor Bahru , Malaysia Email: 1 patanim@gmail.com, 2 aziza295@johor.edu.my ABSTRACT There have been mixed findings on adult learning-positive and negative implications. Fredskild (2008) felt that adult learners perform better than their younger counterparts because of life experience and maturity. Mc Donald (2003) on the other hand, felt that adult learners enter learning programmes with some hindrance. The trend of continuing education among working adults has shifted to distance and e-learning because students are able to remain working while pursuing a degree. This case study looks at how situational and institutional barriers influence adults’ participation in e-learning. Findings of this case study will have interesting implication to understand adults’ hindrance to e-learning programmes. KEYWORDS continuing education, e-learning, adult learners, hindrance, situational barriers, institutional barriers INTRODUCTION Background of Study The trend of continuing education among working adults has shifted to distance and e- learning because students are able to remain working while pursuing a degree. Working adults recognize the need to further their education but somehow could not put their career on hold while doing so. Hence, distance learning has become the common trend among adult learners. Nevertheless, there have been mixed findings on adult learning - positive and negative implications. Fredskild (2008) felt that adult learners perform better than their younger counterparts because of life experience and maturity. Mc Donald (2003), on the other hand felt that adult learners enter learning programmes with some barriers. Statement of Problem Commitment towards E-Learning The switch from traditional classroom learning to a more independent learning has brought about changes. Teachers are no longer easily available to answer queries as and when students feel the need to seek help. The “distant” in distance e-learning education have caused learning to be less personal than it used to be (Galusha, 2008). There are many factors that hinder