Online Education for Adult Learners: some considerations on effectiveness

A good starting point when it comes to online education designed for adult learners is Malcolm

Knowles’ theory of Andragogy which was firstly introduced in the early 1980s. The theory, which has

been debated on and argued about ever since, claims that adult learning differs from traditional

Pedagogy. According to Knowles, some assumptions must be observed when it comes to adult and

continuing education. Firstly, adult learners have an independent self-concept and ability to direct their

own learning, meaning that most adult learners are more self-directed and need more autonomy over

the learning process. Secondly, adult learners have a reservoir of experiences that must be used as a

resource for learning. Moreover, adults are goal-oriented, more pragmatic than younger students, and

have an immediate need for practical use of knowledge. Another assumption is that adults tend to be

motivated by internal factors rather than external. Knowles’ theory has been criticized over the fact it

does not put emphasis on the relationship between the learner and the sociohistorical context in which

the learning process takes place. Nevertheless, the theory is commonly accepted as a framework of

what should be reflected over in adult education. A crucial point for educators who are looking forward

to teaching adults is how to achieve effectiveness in teaching adults in an online environment.

Cercone, K. (2008) proposed in her article Characteristics of Adult Learners with Implications

for Online Learning Design that the particular needs of the adult learner have to be prioritized.

Naturally, adults might face more limitations than young college age students, and these might include

diminished working memory, the fact that adult learners have to juggle a busy work schedule, family

and childcare, and other major responsibilities that will implicate in less available time to dedicate to

their studies. The author also points out that different learning styles might come to play and that

individualization of learning experiences should be observed, hence, the ‘one size fits all’ approach

should be avoided. Adults need consideration for prior experience and it is suggested that the teacher

shows appreciation for knowledge acquired or reinforced through the ‘past experience lenses’.
 Donovant, B. (2009) pointed out in his article The New, Modern Practice of Adult Education:

Online Instruction in a Continuing Professional Educational Setting that based on his research project,

which had been performed to find out if police officers would benefit mostly from face-to-face

instruction or online delivery. A surprising 89% of police officers surveyed had completed professional

development training that was not required by the agency and was initiated by the individual

voluntarily, which corroborates with Knowles’ concept of self-direction. The author also believes that

previous exposure to online education (OE) is a determinant factor in the satisfaction and success of

learners. Based on his research, the author also believes that as learners move closer to the assumption

of traditional adult roles in life, they are more attuned to andragogical approaches to education, which

might imply that OE might be a better fit within adult education endeavors, once there is more

flexibility, no commuting time, in some cases learners can progress in their own pace, better time

management that accommodates multi-tasking, and so on. This corroborates with the idea supported by

Cercone, K. (2008) of prioritizing adult learners’ individual needs, and Knowles’ assumption that adults

are self-directed and intrinsically motivated, taking a more active role in their learning process.

Other adult learning theories related to Andragogy presented by Cercone, K. (2008) are

Experiential learning, Self-directed learning and Transformative learning. Experiential learning has to

do with students’ life experiences that provided them learning and the connection of these experiences

with future implications. Self-directed learning suggests that the locus of control in learning lies within

the learner, who can normally take the initiative and self-direct the process of learning. This is one of

the elements that makes a student goal-oriented and possibly a lifelong learner. Transformative learning

was strongly influenced by Jack Mezirow (1997) and aims at understanding why we see the world the

way we do and to shake off the constraints of limiting perspectives, resulting in a more autonomous

way of thinking, or critical thinking.

In his research, Donovant, B. (2009) identified an interesting factor that was considered

negative in regards to OE; 52.9% of his interviewees mentioned that the lack of personal interaction or
face-to-face contact with the facilitator/teacher was the thing they disliked the most. The author

speculated that this might be due to a general displeasure with technology or even some level of

skepticism on its dependability. This is a point of concern for teachers who intend to work with adult

learners, how to get them to feel at ease and comfortable using technology in the first place. Cercone,

K. (2008) proposed that adult student populations are diverse and that skepticism might be an issue to

be tackled with techniques such as Scaffolding or, to provide the student with support after and initial

training/course and promote opportunities for student to feel comfortable asking for help when needed.

Coaching students with audio and video support, tutorials, examples of complete problems and the like

are going to promote a more positive attitude towards the online environment.

Effectiveness in online adult education lies on several aspects. One of the most relevant is to

consider the learner as a whole person, with mind, memories, experiences, feelings, beliefs, limitations,

likes and dislikes as well as an individual with particular needs. Once these aspects are being

considered, it is time to ponder on approaches, methodology and techniques. Andragogy and related

theories are the very first step towards designing effective online adult programs and courses due to the

nature of adult learners’ profiles, needs and goals. Personally, I believe in the power of reaching out to

more and more adult learners in all fields via online educational platforms, be them provided by

universities, colleges, educational institutions, MOOCs, and so on. I have not had the chance to teach

online, nevertheless I feel a calling to do so. Online Education is still in its early days, hits and misses

are part of our reality at present and throughout this quest, many theories will bloom added to what is

already known. One thing we can all agree on, technology and education will walk hand in hand from

now on and there is no looking back.

Cercone, K. (2008). Characteristics of Adult Learners with Implications for Online Learning Design.

AACE Journal, 16(2), 137-159.

Donovant, B. W. (2009). The New, Modern Practice of Adult Education: Online Instruction in a

Continuing Professional Educational Setting. Adult Education Quarterly, 59(3), 227-243.