Requiring savvy, online courses can present a perceived barrier to adult learners for a variety of reasons, but ease of access due to inadequate navigability should not be one of those barriers. Re-tooling online courses to standards of Quality Matters (QM) can lessen that barrier to access, making adult learners more participatory. Internal statistics gathered routinely by a learning management system (LMS) can test this claim, as a way to show successful, measurable increases in participation. Though only an approximate method at this time, as presented herein, a detailed examination of user-progress data from a standard, stable LMS appears nominally promising for development into a prospective analytic tool of assessment of adult learners. [For the complete proceedings, see ED569961.]