Designing and Evaluating an Online Micro-Credential Program for Adult Learners

Thesis Abstract

The rapid evolution of digital learning environments necessitates innovative approaches to adult education, with micro-credentials emerging as a flexible solution to meet the dynamic skills demands of adult learners. Despite their growing popularity, there is limited empirical evidence on the optimal design, implementation, and evaluation of online micro-credential programs tailored specifically for adult learners. This study aims to design a comprehensive online micro-credential program for adult learners, evaluate its effectiveness, and explore its potential for enhancing lifelong learning and skill development. The specific objectives include (1) to identify key design features that align with adult learners’ needs; (2) to assess learner engagement, satisfaction, and skill acquisition following program implementation; and (3) to examine the relationship between program components and learner outcomes through a theoretical lens grounded in Transformative Learning Theory and Self-Directed Learning Theory. The research adopts a mixed-methods sequential explanatory design. Quantitative data are collected through pre- and post-intervention surveys administered to a sample of 250 adult learners enrolled in the online micro-credential program, selected via stratified random sampling from a nationwide adult education platform. Descriptive statistics, paired-sample t-tests, and multiple regression analyses are employed to evaluate changes in learners’ skills, motivation, and satisfaction, as well as to identify predictors of successful completion. Qualitative data are obtained through semi-structured interviews with 20 participants and content analysis of learner feedback, aimed at uncovering insights into user experiences, perceived value, and areas for program refinement. Validation of instruments involves expert review and pilot testing, ensuring reliability with Cronbach’s alpha coefficients exceeding 0.80. Expected findings include significant improvements in adult learners’ self-reported competencies, increased engagement levels, and high satisfaction ratings, with the regression analysis indicating that personalized content and mentorship support positively influence completion rates. The thematic analysis is anticipated to reveal insights into motivational factors, barriers faced, and perceived relevance of micro-credentials in career advancement. The study also seeks to validate a conceptual framework integrating adult learning theories with digital education design principles, demonstrating how alignment with adult learners’ needs enhances program efficacy. This research contributes to the academic literature by providing a rigorous, evidence-based model for designing effective online micro-credential programs targeted at adults. It expands understanding of the pedagogical strategies, technological features, and support mechanisms essential for fostering meaningful adult learning experiences in digital environments. Practitioners and policymakers can leverage findings to develop scalable, accessible, and learner-centered micro-credential initiatives that address workforce development and lifelong learning imperatives. The study concludes that well-designed online micro-credentials can significantly facilitate adult education and continuous professional development, provided that program features accommodate adult learners’ self-directedness, prior experiences, and motivation. Recommendations include adopting a learner-centered design approach, integrating mentorship and peer support, and establishing robust evaluation frameworks to ensure ongoing quality improvement. Future research should explore longitudinal impacts, cross-cultural applicability, and the integration of micro-credentials into formal credentialing systems. Overall, this study underscores the transformative potential of digital micro-credentials in democratizing adult education and fostering lifelong learning in a rapidly changing digital economy.