Adult learners bring experience, goals, responsibilities, and prior knowledge into the learning environment. Effective course design recognizes that adults learn best when learning is relevant, practical, flexible, respectful, and connected to real-world application.
Cambrian offers several learning formats, including on-campus, online, online-flex, online-hyflex, online-virtual, and executive model delivery. These formats differ by location, scheduling, and the balance of synchronous and asynchronous learning.
Key Principles of Adult Learning
Adult learning theory suggests that learners are more engaged when they:
- see the purpose of what they are learning
- connect new learning to prior experience
- apply learning to real problems or tasks
- have some control over pace, path, or participation
- receive timely feedback
- learn through interaction, reflection, and practice
For Cambrian courses, this means delivery mode should shape how faculty design learning activities, assessments, communication strategies, and student support.
How Delivery Modes Align with Adult Learning Theory
| Delivery Mode | How it Supports Adult Learning | Design Considerations |
|---|---|---|
| On-campus | Supports real-time interaction, discussion, applied learning, labs, demonstrations, and immediate feedback. | Use class time for active learning, practice, peer discussion, skill development, and problem-solving. Avoid relying only on lecture. |
| Online | Supports flexibility, self-direction, reflection, and independent pacing within course timelines. | Provide clear weekly structure, regular instructor presence, frequent check-ins, applied activities, and opportunities for questions. |
| Online-Flex | Supports learner choice by allowing students to attend scheduled classes in person or through web conferencing where available. | Design activities that work for both in-person and remote learners. Give equal attention to students in both spaces. |
| Online-HyFlex | Strongly supports flexibility, autonomy, access, and learner choice because students can move between in-person, live online, and asynchronous participation. | Course design must be intentional. Students in all pathways need equivalent access to content, interaction, feedback, and assessment support. |
| Online-Virtual | Supports real-time engagement from any location. Students can interact with faculty and peers while maintaining geographic flexibility. | Use live sessions for discussion, application, collaboration, and clarification. Build in pauses, interaction, and active learning. |
| Executive Model | Supports working adults by combining flexible asynchronous coursework with focused in-person residencies. | Use asynchronous time for preparation, reflection, and knowledge-building. Use residency time for applied practice, networking, feedback, and complex tasks. |
Adult Learning Theories Connected to Delivery Modes
| Adult Learning Theory | Core Idea | Strong Alignment with Delivery Modes |
|---|---|---|
| Andragogy | Adults need relevance, autonomy, experience-based learning, and practical application. | All modes, especially Online, HyFlex, and Executive Model. |
| Experiential Learning | Learners build understanding through experience, reflection, concept development, and application. | On-campus, Online-Flex, HyFlex, Virtual, and Executive Model. |
| Self-Directed Learning | Adults benefit from choice, independence, and responsibility for learning progress. | Online, HyFlex, and Executive Model. |
| Transformative Learning | Adults may change how they understand themselves, others, or professional practice through reflection and dialogue. | On-campus, Virtual, HyFlex, and Executive Model. |
| Social Learning | Learners develop knowledge through observation, interaction, feedback, and community. | On-campus, Online-Flex, HyFlex, and Virtual. |
| Constructivism | Learners build new understanding by connecting ideas to prior knowledge and real contexts. | All modes. |
Considerations for Course Design
Delivery mode shapes how students access learning, interact with peers and their instructors, manage responsibilities, and demonstrate achievement.
For a strong course design, ask yourself:
- What do students need to learn?
- How will they practice and apply that learning?
- How will they receive feedback?
- How will this delivery mode support access, flexibility, interaction, and accountability? Consider Universal Design for Learning (UDL) principles.
- How will students experience instructor presence and support?