Predictors and outcomes of adult e-learners' temporal engagement in a distance learning community

Virtual campus students engaged in Computer Supported Collaborative Learning (CSCL) activities could learn collaboratively within different times and spaces. However, time flexibility doesn't guarantee students' learning time availability and engagement, especially in adult e-learners, who have complex temporal patterns (Valax, 1999; Hill & Begole, 2003) due to work and family life and other engagements. In this context, our study aims to identify the predictors and outcomes of adult e-learners' temporal engagement in a distance learning project oriented activity, with special attention to the impact of learning time engagement on learning performance.