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The motivated learner will stick with the class even in the face of adversity.Autonomous, self-regulated learners committ to controlling their own learning experiences.Here, I examine what the literature says about these questions.Predictors of Adult Students' Success in E-learning Environments E-learning has become an expected part of higher education in recent years (Larreamendy-Joerns & Leinhardt, 2006; Tallent-Runnels et al., 2006; Zandberg & Lewis, 2008).In fact, more than a decade ago Moore and Kearsley (1996) found that an overwhelming majority of distance education students were between the ages of 25 and 50.

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What are the implications of these findings for online instructors, and how could that affect their practices and approaches to retaining students in the future?As an adjunct professor for an online-only graduate school course, I have found myself contemplating the retention rate of adult e-learners.What are the predictors of adult students' success in online learning environments?Their goals become a standard against which they compare their progress (Green & Azevedo, 2007; Pintrich, 2000).

Some of the ways that this self-regulation may be displayed is by seeking help when they lack understanding, believing in their own capabilities, rehearsing the material to be learned, organizing the material to be learned, and holding an intrinsic belief in the value of learning (Boekaerts, Pintrich, & Zeidner, 2000; Schunk & Zimmerman, 1998).

Many active, self-regulated learners use their past experiences and the context of their present virtual classrooms to set goals for their learning.

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