This study investigates the current state of learning quality among working adults in online education, emphasizing key dimensions such as engagement, planning, and outcomes. Drawing on foreign quality assurance literature (e.g., Phipps & Merisotis, 2000; Lam & McNaught, 2007), self-regulated learning (SRL) theory (Zimmerman, 1989), quantitative surveys (n=1394), and grounded theory analysis, findings reveal moderate overall quality (M=3.15/5.0), with strengths in motivation (M=3.45) and strategies (M=3.40), but deficits in interaction (M=2.85) and planning (M=2.90). Eight core dimensions emerge: readiness, drive, planning, interaction, engagement, strategy application, task completion, and gainsupported by NVivo modeling. Planning clusters show 70%+ agreement but high variability (14% high, 65% medium, 22% low). These insights highlight process support gaps, advocate learner-centered interventions, and bridge provider-focused standards with SRL for enhanced adult online outcomes.
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