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Although online distance education provides adult learners with an opportunity for life-long learning, there are still factors challenging them to engage in educational processes. The purpose of this study is to explore the challenges faced by adult learners in online distance education through the analysis of the relevant literature. The articles (N=36) published in the key journals in the fields of open and distance education, instructional technology, and adult education were reviewed and analyzed through constant comparative analysis in the current study. The findings reveal that adult learners have challenges related to internal, external, and program-related factors indicating the interrelated nature of these challenges. The findings also show that the challenges experienced by adult learners vary depending on their age, gender, knowledge and skills as well as the context in which they study. The findings of this study, which has an exploratory nature, have several implications for distance education stakeholders such as administrators, instructors, instructional designers, and policy makers.

This study examines children's flow experiences in an interactive social game environment. A total of 33 children aged from 7 to 9 years participated in the study for 6 weeks. Data were collected through observations and interviews. In order to measure the flow experiences of the children, items of a flow scale were administered to the children through interviews. Results revealed that flow experiences occur more among boys than girls during gameplay. While ludology had more effect on the flow experiences of boys when compared with the narratology of computer games, narratology had more effect among girls. Challenge and complexity elements of games had more effect on the flow experiences of the children than clear feedback.

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