Maximising adult learner engagement in online environments
Why learner engagement?
Motivating participation in learning programs have long been seen as a challenging topic in adult learning policy and practice too. It is especially so with adults who lack sufficient proficiency in reading, writing, numeracy and basic digital skills. According to Eurostat in 2022, 11.9 % of people in the EU between the age of 25 and 64 participated in education or training in the previous 4 weeks. This result constitutes a 2.8 percentage increase compared to data regarding 2020 and it was also higher than in 2019 (preceding the COVID-19 pandemic). Adults’ motivation for learning varies a great deal. “Most adults with low skills participate in training to improve their labour market outcomes. The majority (49%) choose to participate in job-related training to do their job better and/or improve their career prospect. A further 7% participate to get a (new) job and 2% do so to decrease the likelihood of losing their job.” (OECD 2019 p. 9).
Another challenge, however, deserves the same level of attention, namely, learner engagement. Even if adult learning providers manage to successfully recruit participants, keeping them motivated on the long run can easily remain an issue. It is even more imperative if one considers that adult learning too is experiencing a rapid pace of digitalisation both in terms of learning materials, tools, and environment.
Why digital?
COVID-19 only accelerated the digitalisation process and shed light on the need to develop better design strategies for adults than simply uploading materials to an online classroom and ask learners to show up to class online. The sector of education and training have been transforming by the strong emphasis of national and EU-level policy initiatives and the benchmarks they set out for the digital shift (see for example the Digital Education Action Plan 2021-2027, or Priority area 5 – green and digital transition of the NEAAL 2030).
Our article discusses considerations on how adult trainers and educators can design their digital learning offer in a way that helps keeping their learners motivated in an online environment.
Challenges & strategies
It is important to note that learner retention is a result of a complex set of actions that can involve instruction design, curriculum development, incentivising participation etc, which not only concerns using the right digital tool, but also the whole process of designing the learning experience for adults. This complexity is reflected in the general frameworks adult learning professionals tend to refer to. Knowles (1980) puts forward six principles for his adult learning theory to grasp this complexity: learners’ need to know; self-concept; prior experience; readiness to learn; learning orientation; and motivation to learn. Learners’ motivation is affected by a number of factors.
A 2019 study conducted in the US reported the following concerns of online college students with regards to their studies: lack of direct contact with their classmates and instructor; inconsistent or inadequate communication with instructor; difficulties related to motivation, attention, or focus. The same study refers to Kahu et al. (2015) who identified key factors positively impacting learners’ engagement in online environments: personal interest in the topic; course content aligning with their life; choice in assignment topics to include their interests.
A 2014 literature review focusing on participation and persistence of adult learners in literacy and numeracy programs indicates that there are a number of barriers adults face when wishing to engage in learning programs:
- situational barriers related to costs of learning, location for learning, childcare arrangements, lack of time and support, work commitments, time-consuming learner progression.
- institutional barriers related to insufficient access to information, limitation of provisions’ level and range, formal assessment style, inconvenient class schedule, inadequate or lacking learner support, inconsistent and insufficient funding support, lack of emphasis on the learners and quality learning experiences.
- dispositional barriers related to learners’ attitudes and beliefs about themselves, low self-esteem, previous learning experiences, etc.
To overcome these barriers, the study proposes different learning design approaches that can be summed up as follows below:
- learner-centred design accounting for learners’ “needs, strengths, ability, background and prior experiences are understood and taken into account and learning is tailored to the learner’s goals, motivations and interests”
- flexible design involving the format of delivery (e.g., blended learning and work-based learning) and the content of learning programs (e.g., embedded learning, social and informal learning).
Course design for online learning
There are several learning design tools that place the engagement of learners in the centre. In this section we highlight two main frameworks. In a 2019 research paper on enhancing adult learner engagement in online courses the following points are offered for considerations for instructors designing an online learning program. The article calls these points critical components of engagement, and it divides them into three focus areas:
Personal factor
- providing choice related to learner’s personal interest when assigning tasks
- activating learner’s personal frame of reference and context
- encouraging active reflection among learners
Considerations for digital tools
The most useful tools to ensure these components are those that allow for shared platform editing, joint presentation tools for introductions, and any collaborative meeting management software that allows for breakout rooms.
Social interaction
- building community by collaborative tools
- ensuring link between trainers and learners
- ensuring peer to peer link
Considerations for digital tools
Virtual meeting management softwares come very handy in this respect. By now quite a few tools became widely used due to COVID-19 restrictions to presence-based learning programs. It may be useful to opt for virtual meeting tools that allow interactive activities with engagement tools implemented into the softwares (e.g., expressing reactions, direct chat, engaging video filters).
Problem-based learning context
- working with real-world problems related to immediate learner needs
- specifying a rationale for learning
- keeping activities aligned with course content
Considerations for digital tools
These components primarily concern task design and as such a wide range of tools can be used here. When giving and publishing tasks, it is essential to have a learning management system that has a clear, easy to follow content structure so that learners can navigate among tasks and sections.
Although the article originally does not mention any digital tools or applications while ensuring the components above, it is useful to consider those as vital for online programs as they can lead to a more interactive, socially engaging, hand-on learning experience. For a list of curated digital tools dedicated to adult learning programs visit LinkedIN’s dedicated page.
How to choose digital tools?
- Vision & Readiness - How to determine if your organization is ready to invest in tech.
- Team Capacity & Development - How to ensure your staff has the right skills and mindsets.
- Research & Planning - How to know what your learners really need so that you choose the right technology.
- Procurement & Implementation - How to make smart choices in purchasing and rolling out your new technology.
- Communications & Professional Learning Networks - How to tell the world about your new offering and help staff grow their professional networks.”
A case study for a digital tool - Perculus
Perculus is an innovative digital tool aiming for learner engagement in online learning programs. Through its interactive features it allows for a significant learner involvement both in tutoring and in class activities. It provides a video conferencing tool with breakout rooms where educators can add activities for interaction and learner engagement.
Here you can find a list of key features that supports learner engagement:
- icebreakers: allows for engaging meetings with potential games to start the learning sessions.
- assessment and evaluation: in-built analytics engine to get feedback on learning activities that can be used for further development.
- flexible session design: the intuitive session planner allows trainers to edit and adjust or even re-design sessions as educators progress with their teaching.
- hybrid approach: learning sessions can be adapted to online and in-person activities too, which allows teachers to use this tool extensively.
By following this link, you can test the tool by joining a test session for free. Perculus also shares a useful blog summing up seven successful teaching strategies that can be implemented efficiently in online learning programs.
Concluding thoughts
As the digital transformation of adult learning accelerates, the imperative to maximise learner engagement in online environments becomes paramount. Motivating adult learners, particularly those facing challenges in basic skills and digital proficiency, is a multifaceted task. The statistics from Eurostat underscore the increasing participation in education and training among adults, driven primarily by the pursuit of improved job prospects and career advancement. However, sustaining engagement over the long term, especially in the swiftly evolving landscape of digital education post-COVID-19, demands strategic considerations.
The challenges are two-fold: learner retention and the effective integration of digital tools.
Learner retention, influenced by diverse factors such as personal interest, course relevance, and a supportive learning environment, requires a holistic approach. Addressing barriers, including situational, institutional, and dispositional aspects, necessitates a nuanced instructional design.
In the realm of digital tools, the article emphasises three critical components for effective engagement: personal factors, social interaction, and problem-based learning contexts. Highlighting the importance of choice, personalisation, and community building, the article provides considerations for both instructors and the selection of digital tools. The case study of Perculus exemplifies an innovative tool designed to foster learner engagement through interactive features, assessment capabilities, and a flexible hybrid approach. As the digital landscape evolves, careful consideration of tools, guided by frameworks like Skillrise, becomes essential, ensuring that technology enhances rather than hinders the adult learning experience.
In conclusion, the journey to maximise adult learner engagement in online environments is a dynamic one, demanding continuous adaptation, strategic planning, and a commitment to the evolving needs of adult learners in the digital era.
For further resources on EPALE check out the following relevant content:
- OER: Designing Successful Digital Basic Skills Programs for Adults
- OER section on Ensuring Learner Motivation and Persistence
Author of this blog post: Tamás Harangozó
Maximising engagement in learning environment
Online education is a tool widely used by adults’ learners as it allows them to have greater flexibility and a better balance with the rest of their responsibilities, however it is true that the engagement of students in online learning sometimes slackens.
That's why I find very interesting the points discussed in this article, such as that it is very important to encourage active reflection among the learners, to ensure that they retained the information they are learning.
I also find very important to ensure the link between the learners, building a community where they can learn together, and aspect that it obviously more difficult to achieve in online learning.
And lastly the topic about working with real life problems describes very well how to motivate them.
The new tool Perculus is the living example of how we can create with the helping of technology a new learning context for adults.