Emerald logo
Advanced search

Adult learning theories: implications for online instruction

Vishal Arghode (Organizational Learning and Leadership, Gannon University, Erie, Pennsylvania, USA)
Earl W. Brieger (Organizational Learning and Leadership, Gannon University, Erie, Pennsylvania, USA)
Gary N. McLean (McLean Global Consulting, Inc., St. Paul, Minnesota, USA)

European Journal of Training and Development

ISSN: 2046-9012

Publication date: 7 August 2017

Abstract

Purpose

This paper analyzes critically four selected learning theories and their role in online instruction for adults.

Design/methodology/approach

A literature review was conducted to analyze the theories.

Findings

The theory comparison revealed that no single theory encompasses the entirety of online instruction for adult learning; each theory explains some portion of adult online learning; theories are contextual; and components of all theories can be utilized to improve online learning.

Research limitations/implications

Adult learning theories and their roles in shaping online learning and instruction deserve more attention. The study of adult learning theories, combined with in-depth analysis of psychological and human resource literature, will enable researchers to delve deeper into the subject. More qualitative studies are needed to explore further how instructors’ ability to utilize theoretical principles can improve online learning.

Practical implications

This manuscript offers practical advice to instructors and other practitioners for utilizing adult learning theories for instructional enhancement.

Originality/value

This literature review uniquely contributes to filling the gap in human resource development literature by examining selected adult learning theories, comparing them and extending the theories’ applicability and value in online instruction.

Keywords

  • Constructivism
  • Andragogy
  • Online instruction
  • Humanism
  • Adult learning theories
  • Behaviorism

Citation

Arghode, V., Brieger, E. and McLean, G. (2017), "Adult learning theories: implications for online instruction", European Journal of Training and Development, Vol. 41 No. 7, pp. 593-609. https://doi.org/10.1108/EJTD-02-2017-0014

Download as .RIS

Publisher

:

Emerald Publishing Limited

Copyright © 2017, Emerald Publishing Limited

Please note you might not have access to this content

You may be able to access this content by login via Shibboleth, Open Athens or with your Emerald account.
Login
To rent this content from Deepdyve, please click the button.
Rent from Deepdyve
If you would like to contact us about accessing this content, click the button and fill out the form.
Contact us
Emerald Publishing
  • Opens in new window
  • Opens in new window
  • Opens in new window
  • Opens in new window
© 2019 Emerald Publishing Limited

Services

  • Authors Opens in new window
  • Editors Opens in new window
  • Librarians Opens in new window
  • Researchers Opens in new window
  • Reviewers Opens in new window

About

  • About Emerald Opens in new window
  • Working for Emerald Opens in new window
  • Contact us Opens in new window
  • Publication Sitemap

Policies and information

  • Legal Opens in new window
  • Editorial policy Opens in new window & originality guidelines Opens in new window
  • Site policies
  • Modern Slavery Act Opens in new window

We’re listening — tell us what you think

  • Something didn’t work…

    Report bugs here

  • All feedback is valuable

    Please share your general feedback

  • Member of Emerald’s Library Advisory Network?

    You can start or join in a discussion here.
    If you’d like to know more about The Network, please email us

Join us on our journey

  • Platform update page

    Visit emeraldpublishing.com/platformupdate to discover the latest news and updates

  • Frequently Asked Questions

    Your questions answered here