Motivating the Adult Learner in Online Discussion

Introduction

The number of adult learners in higher education has been increasing over the past years (Lee et al., 2019). Also known as non-traditional students, these learners are typically older when they begin their higher education. They may have work experience or may have dependents (Singh et al., 2021; Urban & Jirsáková, 2022). The availability of online learning has made a significant difference for the adult learner in an academic or degree program of a higher education institution. Online learning provides flexibility and gives adult learners the opportunity to pursue their education at a time, place, and pace that could fit their time constraints (Lu et al., 2022). The COVID-19 pandemic has accelerated the growth and acceptance of the online mode of teaching and learning. Even though the abrupt shift to online teaching, better known as emergency remote teaching, is meant to be a temporary solution during the pandemic (Hodges et al., 2020; Ng, 2021), teaching and learning especially in higher education may never be the same again (García-Morales et al., 2021; Govindarajan & Srivastava, 2020). Indeed, online learning has presented various advantages as well as opportunities, even for adult learners (Adedoyin & Soykan, 2020; Singh et al., 2021).

Adult learners may have different learning styles and preferences compared to younger students (Holyoke & Larson, 2009). Adult learners may also have a different motivation from the typical 18-year-old student who is fresh out of high school (Wolfgang & Dowling, 1981). Christensen et al. (2016) described typical adult students in an online degree program as “juggling work and family, and trying to squeeze in an education… They’re not looking for social activities or a campus scene” (p. 61). Though this may not be representative of all adult students, it is clear that the motivation and priorities of adult students differ from those of younger college students. How then do instructors tailor their instruction methods to help adult learners, specifically in their online learning? While various websites, blogs, and articles offer useful tips and sharing from the personal experience of online educators, this chapter aims to present recommendations based on studies as well as peer-reviewed publications, with a focus on strategies that are applicable and specific to teaching the adult learner through the online mode of instruction.

Engagement is important for online learning to be effective. Student engagement can be understood as “the interaction between the time, effort and other relevant resources invested by both students and their institutions intended to optimise the student experience and enhance the learning outcomes and development of students and the performance, and reputation of the institution” (Trowler, 2010, p.3). Student engagement is important as it is correlated with positive outcomes of student development, success, and achievement of better learning outcomes (Kahu, 2013; Kahu & Nelson, 2018). In online learning, student engagement is critical as students may not have other engagement or physical interaction with the institution (Martin & Bollinger, 2018). However, student engagement may be influenced by various factors such as the student’s background, motivation, and learning style (Kahu, 2013; Lear et al., 2010).