As adults, many of us are balancing a wide range of responsibilities—whether that means working full-time, managing a household, raising children, or focusing on personal and professional growth. If you’re already enrolled in an online learning program, or even just thinking about it, you know it can be a challenge. Over the years, through my experiences as an educator, coach, and adult learner, I’ve come to understand what makes the adult learning experience in digital spaces unique. More importantly, I’ve seen how certain learning theories give us valuable insights into that journey. Today, I’m excited to share not just these insights but also how you can practically apply them to get the most out of your online education.
Learning by Doing: The Power of Constructivism
Think back to the last time you truly learned something—was it by simply reading or watching? Chances are, you learned by rolling up your sleeves and getting hands-on. That’s the essence of constructivism—the idea that learning is most effective when we actively engage with material and connect it to our own experiences. This theory is particularly powerful for adult learners, who come with a wealth of knowledge and life experience already under their belts.
For example, let’s say you’re in a business management role, and you’re taking an online course in organizational leadership. You’re not starting from scratch; many of the leadership theories and strategies you encounter in the course are already familiar to you from your real-world experience. Constructivism reminds us that education for adults is about building on what you already know and deepening your understanding by connecting new concepts to your existing knowledge (Creswell & Poth, 2016).
This approach makes learning more relevant and practical. By actively tying lessons to your daily responsibilities or work challenges, you’re not just absorbing information—you’re making it meaningful and applicable to your life.
Practical takeaway: Always seek out opportunities to relate course materials to your real-world experiences. Use examples from your work, family life, or other areas when participating in discussions or completing assignments. This way, you’re not simply reading through theories—you’re applying them in ways that enhance both your understanding and your daily life.
Finding Your Motivation: Self-Determination in Action
One of the biggest challenges many adult learners face is maintaining motivation, especially when balancing multiple responsibilities. This is where self-determination theory (SDT) comes into play. According to SDT, when we feel in control—when we have the autonomy to make decisions about how, when, and what we’re learning—we naturally become more engaged and motivated (Salikhova et al., 2021).
In my experience, many adult learners feel overwhelmed by traditional classes, which are often rigid and leave little room for flexibility. Online learning, however, turns that structure on its head. With the ability to study after a long day of work or squeeze in lessons during a lunch break, online education gives learners a sense of autonomy that can make all the difference.
Real-life example: I once worked with a busy mother of two who was pursuing an online nursing degree. She was juggling family life and a full-time job, but what made her journey successful was her ability to manage her schedule. She told me, “Being able to choose when I study, after the kids are in bed or early in the morning, is the only way I’ve managed to balance it all.” This sense of control empowered her to stay motivated and keep moving forward. It’s a perfect example of SDT in action—when you feel in charge of your learning, you stay motivated.
Practical takeaway: Use the flexibility of online learning to your advantage. Set a study schedule that works for you—whether that’s early mornings, late nights, or weekends. Remember, the key to staying motivated is building your education around your life, not the other way around. When you feel in control, you’ll find it easier to stay focused and make consistent progress.
Understanding Your Journey: The Role of Phenomenology
Every adult learner brings a unique set of life experiences to their education, and those experiences profoundly shape how they engage with their studies. This is where phenomenology comes into play—it focuses on understanding the personal, lived experiences of learners and how these experiences influence their learning journey (Pierce, 2022). For adult learners, the journey to education is often very different from someone fresh out of high school, and these differences matter.
I’ve had the privilege of working with adult students who often share feelings of being “too old” to go back to school or being overwhelmed by the tech-driven nature of modern education. It’s not uncommon for these feelings to lead to frustration or even a sense of isolation. However, phenomenology urges us to dig deeper and ask important questions: What are the specific challenges you’re facing, and how can we work together to overcome them?
For example, one student I worked with struggled with the synchronous format of her online course due to her work schedule. She couldn’t always make the live discussions or instructional sessions, and this left her feeling disconnected. After recognizing her challenges, she collaborated with her professor to create alternative ways to engage with the material, asynchronously-recorded sessions and one-on-one faculty meetings scheduled according to her availability. This adjustment allowed her to continue participating meaningfully without feeling left out.
Practical takeaway: Be upfront about the unique challenges you face as an adult learner. If the traditional online structure isn’t working for you, don’t hesitate to request alternative methods for participation—whether that’s through flexible deadlines, recorded lectures, or other options that better suit your personal situation. The key is to find solutions that align with your life and responsibilities.
How Educators and Institutions Make a Difference
Educators and institutions have the unique opportunity to shape the success of adult learners, helping them not just access education but truly thrive within it. By embracing the core theories that support adult learning—constructivism, self-determination, and phenomenology—learning environments can be much more than just a means to deliver information. They can be spaces that actively engage, adapt to the needs of the learners, and provide ongoing support. When we move beyond the traditional approach and create systems that are flexible, personalized, and responsive, we set adult learners up for long-term success. Let’s explore how educators and institutions can play a transformative role in this process.
For educators: Understanding that adult learners bring a wealth of real-world experience to the classroom is a powerful shift in perspective. These students aren’t just starting fresh—they’re building on skills and knowledge they’ve acquired over years, sometimes decades. As educators, we have the opportunity to create meaningful learning experiences by acknowledging their background and offering ways to apply that experience to new concepts. Whether it’s through flexible deadlines that accommodate busy lives, or personalized feedback that speaks to their strengths and challenges, we can craft an educational environment where adult learners feel empowered and supported.
For institutions: Institutions play a pivotal role in ensuring adult learners succeed, and that begins with the infrastructure. Investing in user-friendly, intuitive platforms is more than a convenience—it’s essential. Adults balancing education with family and work need flexibility, and tools like Learning Management Systems (LMS) that offer asynchronous learning options can make all the difference. These platforms should not only allow for flexible participation but also provide robust support systems—technical help, academic advising, and responsive faculty access—so learners never feel left on their own. By focusing on the unique needs of adult learners, institutions can offer an experience that is not only academically enriching but also adaptable to the complexities of their lives.
Betting on Digital Learning for Lifelong Success
Online learning is more than just an educational option—it’s an opportunity for adult learners to succeed while managing the rest of their busy lives. Whether it’s drawing on your own experiences through constructivism, staying motivated through self-determination, or addressing your unique challenges with phenomenology, the right approach can make all the difference.
Remember, you have the power to succeed. The skills you’ve already built in life will help you thrive in online education. So, trust yourself, and keep moving forward.
If you’re looking for more insights on how to balance your learning journey with your life, follow me at bettingonme.com. You’ll find resources, tools, and inspiration to help you take that next step in your online educational path as an educator, institution, or adult learner.
References
Abrahamsen, J., Smith, G. G., & Tsvetkova, V. (2023). Tools to create interactive digital communities as our world embraces virtual learning. Quarterly Review of Distance Education, 24(3), 17–84. https://www.proquest.com/docview/2929148921
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.
Ng, L.-K., & Lo, C.-K. (2023). Enhancing online instructional approaches for sustainable business education in the current and post-pandemic era: An action research study of student engagement. Education Sciences, 13(1), 42. https://doi.org/10.3390/educsci13010042
Pierce, C. (2022). Undergraduate faculty members’ self-efficacy and teaching in an online platform: A qualitative study [Doctoral thesis, Northeastern University]. https://www.proquest.com/docview/2659703043
Salikhova, N. R., Lynch, M. F., & Salikhova, A. B. (2021). Adult learners’ responses to online learning: A qualitative analysis grounded in self-determination theory. Eurasia Journal of Mathematics, Science and Technology Education, 17(10). https://doi.org/10.29333/ejmste/11176
Sahin, M., & Yurdugul, H. (2022). Learners’ needs in online learning environments and third-generation learning management systems (LMS 3.0). Technology, Knowledge and Learning, 27(1), 1–18. https://doi.org/10.1007/s10758-020-09479-x
