In the wake of rising uncertainty, anxiety, and safety concerns related to COVID-19, many higher education institutions (mine included) adopted distance education as the sole mode of instruction. Also referred to as distance learning, this mode includes the domain of teacher– learner relationships that exists when both parties—teacher and learner—are separated by space and/or time (Moore, 1997). Simply put, distance learning includes any formal teaching/learning experience outside of the traditional face-toface classroom. For me, distance learning in an academic setting presented a new experience. I was glad to safely continue my studies and not overly concerned by the new delivery mode. But that soon changed, as I quickly realized distance learning poses unique challenges. In this reflection, I will share my experience overcoming distance learning challenges. Through this window into my experience, I will provide helpful information to adult learners for survival and insights to adult educators for effective design of distance learning modules and programs. Here is my story . . . As a result of the pandemic and resulting school directives, my instructors informed students how they intended to get us through the rest of the semester. One instructor scheduled Zoom meetings as class sessions. Although apart, I almost felt like I was in a physical classroom, for I could see and hear my instructor and classmates. At the start of my next course, however, things changed. This new instructor sent out an email with this excerpt: “There will be NO face-to-face class meetings. Everything will be online, self-paced.” Not having a face-to-face class did not bother me at first, and I was initially ecstatic about fully online and self-paced lessons. I felt like I had been given a little (and welcome) break from classes, especially because my instructor gave us a long time to complete the course. I could choose when to work, and I had a lot of time to finish the work. I even had fun, until beginning the course with loads of text to read and a 959469ALXXXX10.1177/1045159520959469ADULT LEARNINGADULT LEARNING research-article2020

中文翻译：

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作为高等教育中的成人学习者在远程学习中幸存下来

随着与 COVID-19 相关的不确定性、焦虑和安全问题日益加剧，许多高等教育机构（包括我的）采用远程教育作为唯一的教学模式。也称为远程学习，这种模式包括师生关系领域，当双方——教师和学习者——被空间和/或时间分开时（Moore，1997）。简而言之，远程学习包括传统面对面课堂之外的任何正式教学/学习体验。对我来说，学术环境中的远程学习提供了一种全新的体验。我很高兴能够安全地继续我的学业，并没有对新的交付模式过于担心。但这很快就改变了，因为我很快意识到远程学习带来了独特的挑战。在这个反思中，我将分享我克服远程学习挑战的经验。通过这个了解我的经验的窗口，我将为成人学习者提供有用的信息，以帮助他们生存，并为成人教育者提供有效设计远程学习模块和课程的见解。这是我的故事。. . 由于大流行和由此产生的学校指令，我的导师告诉学生他们打算如何让我们度过剩下的学期。一位讲师将 Zoom 会议安排为课堂会议。虽然分开，但我几乎感觉自己在实体教室里，因为我可以看到和听到我的老师和同学们。然而，在我下一门课程开始时，事情发生了变化。这位新教师发了一封电子邮件，摘录如下：“不会有面对面的班级会议。一切都将在线，自定进度。” 一开始没有面对面的课程并没有让我感到困扰，最初我对完全在线和自定进度的课程感到欣喜若狂。我觉得我在课堂上得到了一点（并且是受欢迎的）休息时间，特别是因为我的老师给了我们很长时间来完成课程。我可以选择什么时候工作，我有很多时间来完成工作。我什至玩得很开心，直到课程开始时需要阅读大量文本和 959469ALXXXX10.1177/1045159520959469ADULT LEARNINGADULT LEARNING research-article2020