Teaching Online Adult Learners
Closing the Gap: Strategies for Supporting and Retaining Online Adult Learners
Adult learners bring motivation, life experience and clear goals to their online courses - but they also face unique barriers that can derail persistence. So, what do they actually need from us as instructors, and how can these needs shape the way we design and teach our courses?
The Delphi Center has developed a new video series to help you translate research‑grounded insights into practical teaching strategies. The series is based on findings from a recent national survey by UPCEA and Collegis Education, which revealed a striking gap between what institutions believe supports online learner retention and what adult students say they need most. The results challenge long‑held assumptions and point to concrete ways we can better support our learners. Each video explores themes emerging from the research.
Whether you watch one video or the full series, you’ll leave with actionable strategies you can implement immediately in your online courses - strategies that align with what adult learners say makes the biggest difference in their success.
Empowerment, Not Monitoring
Visibility Drives Persistence
Noticing the Warning Signs Early
Works Cited & References
Designing for Autonomy: Giving Online Learners More Control Over Their Learning
- Boettcher, J. V., & Conrad, R. M. (2016). The online teaching survival guide: Simple and practical pedagogical tips (2nd ed.). Jossey‑Bass.
- CAST. (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org
- Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self‑determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
- Knowles, M. S. (1984). The adult learner: A neglected species (3rd ed.). Gulf Publishing.
- Microsoft. (2025). Copilot (GPT-4) [Large language model]. https://copilot.microsoft.com/
- Ryan, R. M., & Deci, E. L. (2017). Self‑determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Rethinking Your Course Policies: Flexibility That Supports Adult Learners Without Sacrificing Rigor
- Baum, S., & McPherson, M. (2019). The human factor: The promise & limits of online education. Daedalus, 148(4), 235–254.
- Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.
- Microsoft. (2025). Copilot (GPT-4) [Large language model]. https://copilot.microsoft.com/
- Shea, P., & Bidjerano, T. (2014). Learning presence in online courses: Towards a theory of self‑efficacy, self‑regulation, and the development of a communities of inquiry framework. Computers & Education, 72, 299–310.
- Tinto, V. (2012). Completing college: Rethinking institutional action. University of Chicago Press.
- Tobin, T. J., & Behling, K. T. (2018). Reach everyone, teach everyone: Universal Design for Learning in higher education. West Virginia University Press.
Making Your Content Career-Relevant: Strategies for Any Discipline
- Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research‑based principles for smart teaching. Jossey‑Bass.
- Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.
- Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education.
- Microsoft. (2025). Copilot (GPT-4) [Large language model]. https://copilot.microsoft.com
- Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self‑efficacy, self‑regulation, and the development of a communities of inquiry framework. Journal of Educational Computing Research, 43(3), 291–315.
- Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (3rd ed.). Jossey‑Bass.
Helping Students See Their Progress: Making Learning Visible
- Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. Jossey-Bass.
- Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
- Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.
- Microsoft. (2025). Copilot (GPT-4) [Large language model]. https://copilot.microsoft.com
- Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
Transparent Course Design: Milestones, Pacing Guides, and Clarity
- Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research‑based principles for smart teaching. Jossey‑Bass.
- Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.
- Microsoft. (2025). Copilot (GPT-4) [Large language model]. https://copilot.microsoft.com
- Quality Matters. (2023). The Quality Matters higher education rubric (7th ed.). https://www.qualitymatters.org
- Winkelmes, M.‑A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Weavil, K. H. (2016). A teaching intervention that increases underserved college students’ success. Peer Review, 18(1/2), 31–36.
Rethinking Check-Ins: From Oversight to Just-In-Time Support
- Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.
- Microsoft. (2025). Copilot (GPT-4) [Large language model]. https://copilot.microsoft.com
- Nicol, D. J., & Macfarlane‑Dick, D. (2006). Formative assessment and self‑regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
- Stone, C., & Springer, M. (2019). Interactivity, connectedness and teacher presence: Engaging and retaining students online. Australian Journal of Adult Learning, 59(2), 146–169.
- Tinto, V. (2012). Completing college: Rethinking institutional action. University of Chicago Press.
Can One Course Work for Early-Career, Mid-Career, and Returning Adult Learners?
- Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research‑based principles for smart teaching. Jossey‑Bass.
- American Association of Colleges & Universities. (2020). Connecting learning to life: The EQF and adult learners. https://www.aacu.org
- Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.
- Lumina Foundation. (2022). Today’s student: Adult learners and the future of higher education. https://www.luminafoundation.org
- Microsoft. (2025). Copilot (GPT-4) [Large language model]. https://copilot.microsoft.com
- National Center for Education Statistics. (2023). Adult learners in postsecondary education. U.S. Department of Education. https://nces.ed.gov
Reading the Room Online: How to Spot Disengagement Before Students Disappear
- Boston, W., Ice, P., & Burgess, M. (2012). Assessing student retention in online learning environments: A data‑driven approach. Online Journal of Distance Learning Administration, 15(2). https://www.westga.edu/~distance/ojdla/summer152/boston_ice_burgess152…
- Borup, J., West, R. E., & Graham, C. R. (2012). Improving online social presence through asynchronous video. The Internet and Higher Education, 15(3), 195–203. https://doi.org/10.1016/j.iheduc.2011.11.001
- Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text‑based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
- Microsoft. (2025). Copilot (GPT-4) [Large language model]. https://copilot.microsoft.com
- Moore, M. G. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1–7. https://doi.org/10.1080/08923648909526659
- Tinto, V. (2017). Through the eyes of students. Journal of College Student Retention: Research, Theory & Practice, 19(3), 254–269. https://doi.org/10.1177/1521025115621917
From Reactive to Proactive: Simple Practices for Early Intervention in Online Courses
- Borup, J., Graham, C. R., & Drysdale, J. S. (2014). The nature of teacher engagement at an online high school. British Journal of Educational Technology, 45(5), 793–806. https://doi.org/10.1111/bjet.12089
- Boston, W., Ice, P., & Burgess, M. (2012). Assessing student retention in online learning environments: A data‑driven approach. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text‑based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
- Microsoft. (2025). Copilot (GPT-4) [Large language model]. https://copilot.microsoft.com
- Moore, M. G. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1–7. https://doi.org/10.1080/08923648909526659
- Online Journal of Distance Learning Administration, 15(2). https://www.westga.edu/~distance/ojdla/summer152/boston_ice_burgess152…
- Tinto, V. (2012). Completing college: Rethinking institutional action. University of Chicago Press.