Abstract:

In the arena of the digital age, there are a plethora of adult learning theories that explain how adult students obtain new knowledge in online learning environments. Learning theories assist not only students to learn, but faculty as well, to be able to perceive and design insightful online courses and create various interactive activities to achieve the targeted learning outcomes. In current literature, many learning theories are detected due to the bloom of information, the new digital resources found on the Internet and the reforms like how knowledge is acquired, accessed, used and transmitted throughout the academic community.

The aim of this paper is mainly to explore and reflect on the more commonly used learning theories that can be applied in online educational programs to enhance adult students’ learning. For this purpose, a review of the recent literature was conducted that examined learning theories that are considered useful for the understanding of the online experiences that students have, especially in case of interacting with digital technologies.

This article provides an overview of different learning theories that are related to adult learning in online educational settings. Particularly, it examines established learning theories of experiential learning, self-directed/self-regulated learning, social constructivism, collaborative learning, authentic learning, and connectivism. Also, it discusses the implications of such pedagogical models and the way they could be implemented to guide technology-supported design in online programs.
The findings of this literature review may be used as a path for online instructional designers who consider planning and delivering online courses and whole programs in Higher Education Institutions. Furthermore, this paper seems to be of great significance for online adult educators, researchers, students, institutional leaders and experts in the field.

Keywords:

Adult Education, experiential learning, self-directed / self-regulated learning, social constructivism, collaborative learning, authentic learning.