A Framework for Enhancing Adult Learner Engagement in Online Education

Thesis Abstract

The rapid growth of online education for adult learners necessitates a comprehensive understanding of factors that influence learner engagement to improve educational outcomes and retention rates. Despite increasing investments in digital learning environments, many adult learners experience challenges in maintaining active participation and sustained motivation, which diminishes the effectiveness of online programs. This study aims to develop a contextualized framework that enhances adult learner engagement in online education, addressing the void in tailored engagement models for mature learners. The primary objectives are to identify key variables impacting engagement, examine the interplay among psychological, technological, and pedagogical factors, and formulate a practical framework that educators and policymakers can implement to foster sustained learner involvement. The research adopts a convergent parallel mixed-methods design to facilitate an in-depth understanding of engagement phenomena. Quantitative data are gathered through a survey administered to 400 adult learners enrolled in online degree programs across five universities, selected via stratified random sampling to ensure diversity in age, discipline, and technological proficiency. The survey instrument measures constructs based on the Engagement Theory (Kahu, 2013) and Self-Determination Theory (Deci & Ryan, 2000), encompassing variables such as motivation, perceived relevance, technological usability, and social presence. Qualitative insights are obtained through semi-structured interviews with 20 educators and 30 adult learners. Instrument validity is established through expert reviews and pilot testing, and reliability is confirmed via Cronbach’s alpha coefficients exceeding 0.8. Quantitative data are analyzed using descriptive statistics, regression analysis, and structural equation modeling (SEM) to identify significant predictors of engagement and validate the proposed framework's pathways. Thematic analysis is employed for qualitative data to elucidate experiential factors and contextual nuances. The anticipated findings suggest that intrinsic motivation, perceived relevance of content, technological usability, and social presence significantly predict levels of engagement among adult learners. The SEM is expected to confirm a model where pedagogical and technological factors indirectly influence engagement through motivation and perceived social support, aligning with the principles of the Engagement Theory and Self-Determination Theory. This study makes substantial contributions to the field of adult online education by providing a validated, integrative framework that synthesizes psychological, technological, and pedagogical elements influencing learner engagement. The framework offers practical strategies for designing learner-centered online environments, emphasizing relevance, technological accessibility, and social interaction. The research enhances theoretical understanding by empirically testing the applicability of Engagement Theory within adult online learning contexts and extends knowledge on how intrinsic motivation and social factors interact to sustain learner involvement. The main conclusion underscores the critical role of aligning pedagogical approaches, technological usability, and social support mechanisms to foster meaningful engagement in adult online education. Consequently, the study recommends that online program designers incorporate interactive and relevant content, prioritize user-friendly technological features, and facilitate social connectivity through collaborative activities. Future research should explore longitudinal assessments of engagement interventions and adapt the framework across diverse educational and cultural contexts to enhance its generalizability. This research ultimately aims to inform policymakers and educational practitioners seeking to optimize online learning experiences for adult learners, thus contributing to the development of more effective, engaging digital learning environments.