Building Engaging Online Learning Experiences for Adult Learners

Nicole L. Weber, Assistant Professor, Educational Foundations & Program Coordinator, Instructional Design and Learning Technology Master’s Degree Program, University of Wisconsin-Whitewater

As institutions of higher education address declining undergraduate enrollments, many are considering new online graduate programs focused on serving adult learners in trending areas. At the University of Wisconsin-Whitewater, I have collaborated with partners across campus to design, develop, and launch a new master’s degree program in instructional design and learning technology (IDLT). Below you will find a few strategies that I have learned along the way that might be useful as you consider designing new online graduate programs and courses.

Start with Putting Your Learners at the Center of the Field

In Understanding by Design, Wiggins and McTighe (2005) share a framework for designing effective learning experiences by beginning with the end in mind. As they recommend, whether designing programs or courses, it is essential to:

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences and instruction.

As we design online experiences for adult learners, it is important to begin by identifying what they will need to walk away from the program. Being able to do that will support their success as market-ready professionals. Incorporate a variety of strategies (e.g., application projects, problem-based cases) where learners can showcase what they learned and share it as evidence to future employers of being able to do work in the field. As you design ways for students to showcase their newly found skills, ask yourself the following reflection questions:

• How can I create activities where students dig deeper together?

• How can I support learners in engaging in challenges related professions will encounter?

• How can I incorporate real-world projects to support learners in being able to showcase their skills to future employers? 

• Would learners interpret any of the activities I have created as busy work? If so, what can I do to enhance its meaningfulness? 

As we work to create content experiences to support students in completing their activities, it is important to consider the amount, type, and cost of content. In the IDLT program, we have designed course content with cognitive load in mind, focusing on making sure content is digestible and transparently linked to supporting activities. Our instructors work to provide proper framing for our modules, telling the story of the selected topics, how they connect to the activities, and how the content (in a mixture of video, images, and text) and activities support them in meeting the course’s objectives which are aligned to the field’s employer needs.

“Professional organizations like the Online Learning Consortium (OLC) and EDUCAUSE offer a number of resources including tools and rubrics that can help design new online programs and courses.”

Finally, it is important to be cognizant of the “total” cost of graduate education, which includes materials, equipment, and fees in addition to tuition. For example, textbook costs can be a barrier for learners. Thus, we leverage, as much as we can, publicly-available free materials and operate on what we call a “bookshelf guarantee” --only requiring students to purchase or rent textbooks that we ourselves have on our bookshelf and actually use as professionals in the field with hopes the books will remain on their bookshelves to support their future work, too.

Prepare for Creating Quality Online Learning Experiences

Many adult learners are juggling various responsibilities, which often include things like work and caregiving. Due to these various responsibilities, online programs and course options are becoming increasingly popular because they provide flexibility for adult learners and access to programs outside their region. As we learned during the pandemic, quality online learning experiences take proper planning and development. If you are new to online learning, it is important to become familiar with good practices that support learner success in this modality. Professional organizations like the Online Learning Consortium (OLC) and EDUCAUSE offer a number of resources including tools and rubrics that can help design new online programs and courses.

In addition to professional organizations, your campus may have a hub (e.g., center for teaching and learning, learning technology center, e-learning department) that supports instructors and departments as they design and deliver online courses. Those who staff these areas often have deep expertise in teaching online and can advise you on which campus-supported technologies can support engagement and learning for your students. Take advantage of these services, as well as any dedicated resources your campus might have for the development of graduate programming.

Don’t Underestimate the Importance of Getting Off to a Good Start

As you launch new online programs for adult learners, a key first step is to get students off to a good start by offering a virtual new student orientation, which helps set the tone for their whole experience. In the IDLT program, we offer this as a 1.5-hour synchronous meeting where we provide overviews of the program and courses, and students get to meet both their instructors and peers in an informal, low-stakes environment that fosters community and collaboration.  We also work together to brainstorm tips for being a successful graduate student and online learner. Virtual get-togethers around your learners’ needs are also great ways to keep your learning community connected throughout their program journey. 

Similarly, good starts are equally important in each course in an online program. In IDLT courses we spend the first week in activities where students engage in activities that help them acclimate to the course, its related expectations, and the technology tools while creating excitement for the topic and beginning to build the learning community. 

Final Thoughts

Designing quality online programs for adult learners, particularly at the graduate level, is at the center of many institutional strategic plans with the number of high school graduates declining and higher education more broadly thinking about innovative ways to increase enrollment. If you find yourself at the center of this movement, start by putting your learners at the center of the field and building your learning experiences around what they will need to be successful. As adult learners often need flexibility, online programs and courses are increasing in popularity. Remember that quality online graduate experiences take planning, time, and resources to develop. However, you are not alone--connect with professional organizations in the field and don’t forget about your campus’ professional learning support systems.

Cognitive