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Amidst the growing demand for lifelong learning, higher education institutions are dynamically navigating the realm of online education, prompted by technological advances and global influences like the COVID-19 pandemic. This research is particularly attuned to the experiences of adult learners within virtual postgraduate programmes, focusing on the implications for business education. Employing purposive sampling, the study conducted semi-structured interviews with 30 active adult learners enrolled in a postgraduate online distance learning business programme at a Malaysian public university. Rooted in grounded theory principles, the qualitative data analysis involved open and axial coding, bolstered by participant quotations, to unveil emergent themes and relationships from their experiences. The study delves into adult learners' motivations, emotional states, self-development, effectiveness factors, and institutional recommendations. These insights shed light on refining the design, delivery, and impact of virtual education for adult learners in postgraduate business programmes, offering valuable contributions to the evolving landscape of lifelong learning.
Wang et al. (2024) studied this question.
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