Adult learners often prefer asynchronous online learning because of its flexibility and accessibility. However, designing effective asynchronous online courses requires instructors to address the diverse needs of adult learners. Guided by the Universal Design for Learning (UDL) and Knowles’ four principles of andragogy, this innovation in practice presents several AI-assisted learning strategies, such as adaptive quizzes, chatbots, and virtual tutors that may directly enhance the design of asynchronous online courses by personalizing pathways, increasing engagement, and supporting self-directed learning. It is expected that this piece will offer practical implications for adult educators seeking to integrate artificial intelligence (AI) into their online teaching while enhancing accessibility, learner engagement, and overall instructional effectiveness.
Gao et al. (Tue,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: