Valuing the adult learner in e‐learning: part one – a conceptual model for corporate settings

Abstract

Purpose

To illustrate how the interdependence among four championing factors, five antecedents, and four moderators affect companies' efforts in valuing the adult learner in e‐learning.

Design/methodology/approach

A literature review was conducted to identify the championing factors, antecedents, and moderators that can assist teams in designing e‐learning that values the adult learner. A conceptual model was designed based on the identified factors. The paper provides a description of each factor and provides insight on how the championing factors, antecedents, and moderators are interdependent in valuing the adult learner.

Findings

Engagement, learning, and transfer are major outcomes that can be achieved via e‐learning if desirable championing factors, antecedents, and moderators are adhered. Championing factors include leadership, learning culture, technology infrastructure, and finance. Influencing antecedents include needs assessment, learning analysis, work setting analysis, work analysis, content analysis, and task analysis. Moderators include return on investment, learning theory application, technology, and creativity.

Practical implications

The antecedents, moderators, and outcomes discussed reflect a conceptual model that can be used to guide e‐learning teams in their attempts to value adult learners in their e‐learning designs.

Originality/value

While educational theorists and practitioners have provided a body of literature related to valuing adults in school settings, little investigation has been done in corporate contexts. This conceptual model is important to e‐learning teams within corporate settings as it provides an opportunity for critical reflection on how the adult learner can be valued in their e‐learning efforts.

Citation

Waight, C.L. and Stewart, B.L. (2005), "Valuing the adult learner in e‐learning: part one – a conceptual model for corporate settings", Journal of Workplace Learning, Vol. 17 No. 5/6, pp. 337-345. https://doi.org/10.1108/13665620510606751