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Adult learners bring vast experience to learning opportunities and should have the maturity to stay motivated, focused, and engaged. Yet, in an online environment, many of the Andralogical ideals laid out by Malcolm Knowles can get lost. Focusing design and facilitation on what Brandman University's School of Education defines as Virtual Andragogy, requires a paradigm shift for what is considered best practices for creating online learning and teaching. We offer a new paradigm for such work through meaningful changes designers and instructors can bring to their practice that are empowering for adult learners in measurable and immeasurable ways. Lessons learned from the experiences of crafting and teaching online courses for adult students are analyzed to offer an examination of strategies that can empower instructors, instructional designers, and administrators. The goal is to allow for the presence of the instructor, fidelity of implementation, and emotional/cognitive support for the student.
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Greene et al. (2018) studied this question.
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