The relationship of attendance, test results and goal setting on the effectiveness of distance learning among adult education students

Integrating distance learning and distance education in adult education programs is an area that continues to grow in southern California. However, no studies have examined distance learning in a small school site. This study collected and analyzed data to help determine the effectiveness of distance learning classes at an adult education site in southern California. This paper evaluated four areas imbedded in the adult education programs and looked at these areas as they applied to six distance education classes over a period of two years. These focus areas included the specific form of distance learning delivery and curriculum design. Student attendance, standardized tests, and student goals were used to analyze and evaluate program effectiveness. The effectiveness of this adult education's distance learning programs was determined by financial rewards as well as student satisfaction. Standard adult education procedures and protocol were used to collect and analyze data. Data analyses of the four areas are presented, findings are summarized, and implications are discussed. This research provides useful information and insight for future adult educators, administrators, and policy makers at all levels of education. KEYWORDS: adult education, curriculum design, distance learning, standardized testing, student attendance, student goals.