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never use her MLS degree beyond having and using the knowledge and skills gained
personally. Educational experience and learning were personal for each student.

Support
Learning was expensive. Given the cost of tuition and books and length of time
to complete a credentialed program, most Baby Boomers did not have the support
of their job to help with funding. One student, a retired veteran, was able to seek
Veterans’ Administration funds to help with tuition and books. Another, paying her
own way, was able to afford two courses each semester. Some had financial aid or
spousal assistance and were able to pay for a full load of courses each semester and
a course in the summer.
In terms of support with the learning
process and graduate work, respondents Given the cost of tuition and books
reported that family and coworkers were strong
factors. One reported, “My daughter and I and the length of time to complete
were able to go to college together. Since she
was an English Teaching Major, we were able a credentialed program, most
to edit each other’s work and provide mental Baby Boomers did not have the
support for each other.” Many participants in
this research worked in a community college support of their job to help with
or community or school library and used their
resources, local library, and/or university funding.
writing center for support. Participants asked
their supervisors and coworkers or spouse/
partner to review assignments prior to submission. Another who was working in a
library acknowledged, “I had a huge body of knowledge and experience available to
me, and homework help was always available.”
Regarding the completely asynchronous online format, which was new to most
participants, some credited children with support: “My daughters had recently
graduated with their undergraduate degrees, so they were helpful when it came to
navigating Blackboard and Canvas.”
Another area of change where Baby Boomers were pleasantly surprised was
the ease of the registration process, a huge support compared with previous college
processes. “When I was an undergrad, we had to stand in line in a gym to register
for classes or for drop/add.” The entire process of registering online was a huge
improvement in navigating this process.
Many participants agreed that the asynchronous nature of both graduate
programs was a welcome support, allowing them to work in current positions while
pursuing their education. Faculty were readily available to provide support, too. All
participants felt supported by faculty and/or advisors. As reported by one, “It may be
a generational thing, but in the past, I was not exposed to professors who were willing
to work with us when life got in the way of deadlines.” In comparing her earlier
college work with what she discovered at this point in her life, she noted faculty
were available to answer questions or concerns through phone or virtual meetings.
Several participants stated they knew they could reach out to their professors and
expect a timely response. Academic advisors were also recognized as a major source
of support in navigating coursework and programs. Baby Boomers viewed their
online learning relationships with professors as more collaborative when compared
with previous in-person undergraduate study.

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