Chapter 3 – Foundations of Adult Education and Digital Learning

Table of Contents

1. Adult Learning Theories
2. Research-Based Best Practices in Digital Learning
3. Standards for Adult Education Professionals
4. Roles in Adult Education
5. Digital Learning and Professional Development

Effective digital learning in adult education begins with a clear understanding of adult learners. This chapter reviews common adult learning theories and the characteristics of adult learners, then connects those theories to digital learning design and practice. It outlines research-based strategies for implementing digital learning and highlights how different staff roles can help create effective programs. The chapter also introduces professional standards relevant to digital contexts and explains how professional development (PD) and professional learning communities (PLCs) contribute to instructional quality and continuous program improvement.

Adult Learning Theories

Adult learning theories explain how adults approach learning in ways that differ from children. Malcolm Knowles described traditional pedagogy as a model in which the instructor holds primary responsibility for directing learning, organizing content, and determining pace and sequence. Adult learning, or andragogy, shifts this balance. It views learning as a shared process in which adults bring prior knowledge, life experience, and personal goals that influence what and how they learn. Educators support this process by facilitating choice, collaboration, and practical application.[1]

The following theories are commonly used in adult education and illustrate how digital tools can support and extend these practices.

Andragogy

The word “andragogy” is credited to German educator Alexander Kapp (1833),[2] and continues to be used today to describe adult learners as autonomous and self-directed, with the educator serving as a facilitator rather than a lecturer. Key principles of andragogy include that adults:

• need to understand the why, what, and how of learning
• are autonomous and self-directed
• use prior experiences as mental models and resources for learning
• have a readiness to learn and seek life-related learning opportunities
• are contextual and problem-centered rather than theory-centered
• are motivated by internal goals and interests

In practice, this means instruction is most effective when it connects to practical tasks and allows learners to have some control over the process. Digital tools can support andragogical practice by offering choices in content, pacing, and location of learning.

Example: In a blended class, an instructor and learners use a shared Google Doc to identify personal learning goals at the start of a unit. Each learner lists topics or skills they want to improve, such as writing professional emails or conducting online research. The instructor then uses these responses to inform lesson priorities and share targeted resources in the same document, such as short videos, sample templates, or discussion links that learners can explore independently throughout the course.

Experiential Learning Model

Experiential learning is the process of developing understanding through direct experience and reflection. Kolb’s Experiential Learning Model[3] describes this as a continuous cycle with four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. In adult education, this approach highlights the value of authentic tasks and ongoing reflection, which digital tools can help facilitate.

• Concrete Experience: Learners engage directly in a real or simulated task, such as recording responses to a practice interview question or completing an online job application.
• Reflective Observation: Learners analyze their recordings to identify strengths and areas for improvement, using tools such as a digital journal, discussion board, or Padlet wall to record insights and share feedback.
• Abstract Conceptualization: Learners connect their observations to broader principles of effective communication by identifying what makes an interview response strong, such as aligning answers to job requirements or using professional tone and structure. These principles are then discussed as a class and summarized in a shared digital workspace for ongoing reference.
• Active Experimentation: Learners apply what they have learned by recording another interview response that incorporates these strategies and uploading it to the class platform for peer or instructor feedback.

By intentionally moving through these four stages and using digital tools to support engagement, educators can create learning that connects experience with understanding.

Example: In a healthcare class, learners use a medication-dosage simulation (concrete experience), then discuss strategies in a Zoom session (reflective observation). Next, they summarize dosage rules (abstract conceptualization) and apply them in a new quiz activity (active experimentation). This sequence gives multiple opportunities to apply skills and reflect on progress.

Self-Directed Learning

Self-directed learning (SDL) refers to the process in which learners take initiative to identify their learning needs, set goals, locate resources, and evaluate progress. Factors such as prior education, digital readiness, and personal confidence can influence learners’ comfort with self-direction. Instructors can support SDL by gradually adjusting the level of guidance provided, ensuring a balance between autonomy and structure.

One model describes SDL as a progression through four stages,[4] each with corresponding educator roles and instructional strategies:

• Stage 1 (Dependent): The educator provides structure and direction. Digital approaches may include step-by-step video lessons, interactive quizzes, or scheduled practice sessions.
• Stage 2 (Interested): The educator acts as a guide and motivator. Learners may use digital checklists to track progress, respond to reflection prompts in a shared document, or explore a curated set of videos or readings.
• Stage 3 (Involved): The educator facilitates learner-led exploration. Learners may collaborate in shared documents, contribute to discussion boards, or engage in project-based tasks using online research tools.
• Stage 4 (Self-Directed): The educator serves as a consultant. Learners design and manage their own learning plans, track progress in a learning management system (LMS), and meet with instructors for feedback or troubleshooting as needed.

Effective SDL balances independence with accessible support. On-demand help (via email, text, or virtual office hours) and structured milestones or checkpoints ensure that learners have support when needed. Digital environments can make SDL practical by offering flexible pacing, choice of resources, and varied ways to demonstrate knowledge.

Example: In an adult basic education science class, a learner preparing for the GED researches topics to be tested and decides to focus on human body systems. Using a self-directed approach, the learner outlines a study plan schedule, selects video lessons from a curated playlist, and uses a quiz app to check understanding after each topic. Progress is tracked in a shared spreadsheet, and the learner requests instructor feedback during weekly virtual office hours. Over time, the learner expands into related topics such as nutrition and health careers.

Practice Engagement Theory (PET)

Practice Engagement Theory (PET) links skill development, particularly in literacy and numeracy, to regular, meaningful use in authentic contexts. Educators can apply this principle by designing learning activities that involve practicing target skills such as writing, math, communication, or problem solving in everyday settings and sharing those experiences in class.

Technology can make this practice more accessible. For example, learners might use a smartphone app to practice English conversation while commuting on a bus, apply numeracy skills by using a budgeting spreadsheet at home, or use a calendar app to schedule study time, which supports both time management and digital navigation.

Programs can also incorporate routines from the Digital Resilience in the American Workforce (DRAW) and its Playbook for Fostering Digital Resilience, which offer ready-to-implement activities aligned with PET. These routines integrate digital literacy into daily instruction, reinforcing the idea that skills develop through repeated, meaningful use.

Example: In a career navigation course, learners write and revise an actual job application letter for a position they are interested in pursuing. They begin by drafting independently, then exchange feedback with peers and revise their letters based on that input. Next, they meet with the instructor to review their work, make additional revisions, and finalize the letter for submission. This process gives learners repeated, purposeful practice with writing, editing, and using online tools in an authentic context, illustrating PET’s principle that proficiency develops through meaningful use.

Heutagogy

Heutagogy, or self-determined learning, is a term first described in 2000 by Stewart Hase and Chris Kenyon to move past the separate disciplines of pedagogy and andragogy.[5] Heutagogy instead positions all learners as the primary decision makers in their education, with instructors providing guidance and support. It emphasizes autonomy, flexibility, and reflection, and recognizes that people of all ages bring goals, skills, and prior experiences that shape their learning process. Digital platforms can support heutagogical practice by giving learners the ability to design their own pathways while maintaining access to instructor input when needed.

Principles of heutagogy include:[6]

• Learner-centered design: Learning begins with the learner’s goals and choices rather than a fixed curriculum. Learners identify what they want to study, how they will learn, and how they will demonstrate progress. For example, a learner preparing for a commercial driver’s license might select online tutorials and practice quizzes while the instructor reviews the plan and monitors progress.
• Capability development: Learning extends beyond content knowledge to include skills such as collaboration, adaptability, and problem solving. A class project might use Google Docs and Canva to create a community guide, requiring learners to research, draft, revise, and integrate feedback from peers.
• Self-reflection and metacognition: Learners actively monitor and evaluate their own learning to build self-awareness and independence. Digital journals or shared documents can help them track progress and reflect on strategies, with instructors providing prompts and feedback to guide deeper reflection.
• Nonlinear learning: Learning paths are flexible and responsive to learner needs rather than strictly sequential. Learners may move between topics or revisit concepts based on immediate goals, using tutorials, apps, or peer feedback platforms. Instructors can add structure when needed to maintain focus and momentum.

Example: In an IET program combining English language instruction and healthcare training, learners identify specific communication skills they want to strengthen for workplace interactions, such as giving patient updates or explaining procedures. Each learner selects from online role-play modules, vocabulary tools, or recorded dialogues to practice those skills. They document progress in a shared reflection log they manage, noting which tools they used, what went well, and what they want to improve next. Instructors can create simple templates in Google Sheets, Google Docs, or Padlet to help learners organize entries and track growth over time. During check-ins, the instructor reviews selected entries, offers targeted feedback, and helps learners adjust goals as new workplace needs arise. This ongoing cycle demonstrates heutagogy’s focus on autonomy, reflection, and flexible, self-directed learning.

Transformative Learning

Transformative learning is a concept inspired by Jack Mezirow’s work with adults returning to higher education and first described in 1978.[7] The term refers to a process of perspective change that occurs when adults reconsider their worldview through reflection and dialogue. This process may include an experience that challenges assumptions, reflection on that experience, discussion with peers, and applying new approaches to thinking or problem-solving.[8]

Digital tools can support this process by providing access to varied perspectives and spaces for dialogue. For example, in a civics class, learners might view short videos presenting different cultural perspectives on a social issue. They could then participate in an online forum, respond to guided reflection prompts in a journal, and apply new insights in class projects or community activities.

Transformative learning, like other theories, involves designing intentional opportunities for self-reflection, experiential activities that prompt critical thinking, and a learning environment based on mutual respect. Online platforms, collaborative tools, and digital journals can expand these opportunities and make them accessible to a broader range of learners.

Blending Instructional Theories

Adult education can draw on multiple instructional theories that are applied in combination, depending on learner needs and goals. In practice, learning theories function as points along a spectrum rather than as fixed categories. Educators can draw from each, providing structure where needed and increasing learner independence over time. A central goal is to support adult learners in becoming more self-directed, recognizing that autonomy is a skill developed through ongoing practice. Digital platforms can support this flexibility by offering guided learning pathways for those who want them, while also providing open resources and extension activities for those who are ready to explore.

Research-Based Best Practices in Digital Learning

This section summarizes findings from research on digital learning in adult education and connects them to practical applications. Recent studies, including those conducted during the expansion of online learning in 2020, provide insights into effective practices for digital environments.

Effectiveness of Different Delivery Models

Research consistently shows that instructional quality is more important than the mode of delivery. Multiple studies have found no significant difference in learner outcomes between face-to-face and online instruction when both are carefully designed and well supported.[9,10] Some studies report modest improvements for well-planned online or hybrid programs compared to traditional classroom models.[11,12]

The critical factor is not whether instruction is in-person, online, or hybrid, but how it is designed and delivered.[13] Digital learning can be as effective as classroom learning when supported by strong curriculum, well-prepared instructors, and appropriate learner support systems. Conversely, weak design leads to poor outcomes regardless of the format. For example, an online course that lacks clear structure and interactivity is unlikely to produce positive results, just as a poorly organized in-person class will be ineffective. By contrast, an engaging, interactive online course can provide learning experiences and outcomes comparable to those of a high-quality in-person class.

Benefits of Digital Learning for Adult Learners

Digital learning offers several benefits for adult learners, including:[14,15,16,17]

• Convenience and flexibility: helping balance work, family, transportation, childcare, and other responsibilities
• Development of academic and digital literacy skills: as well as greater confidence through structured practice and use of diverse tools
• Support for independent learning: allowing learners to review material at their own pace and take responsibility for progress
• Continuity of learning: by maintaining access during disruptions such as schedule changes or life events
• Expanded access to content and support: reaching beyond the classroom setting

The effectiveness of any delivery model or digital tool depends on how well it is integrated into instruction, the amount of time learners engage with it, and the support they receive from educators.[18]

Digital tools also provide benefits for educators, including:

• Opportunities for differentiated instruction and more personalized learning pathways, such as assigning leveled tasks, adapting content based on assessment data, or providing multiple formats for practice and review
• Efficient progress monitoring, with digital dashboards and performance data to track learner outcomes
• Timely, constructive feedback, delivered through comments, recordings, and quiz analytics[19,20,21]

Designing Effective Digital Learning Experiences

When integrating technology, educators should remain focused on learner needs and program goals. The purpose of digital tools is not their use alone, but their contribution to meaningful learning.[22] Effective digital learning design should follow the typical backward design approach to lesson and curriculum planning: begin with the skills or knowledge learners need to develop, then select tools and strategies that make that learning accessible, relevant, and engaging.

The following strategies can support the design of digital experiences that are practical, inclusive, and aligned with adult learning principles:

Facilitate Flexible Learning Opportunities: [23,24,25,26,27]

Flexibility helps adult learners balance education with work, family, and other responsibilities. This can include:

• Multiple formats: Provide materials in text, video, and audio, and allow learners to choose tasks or topics that match their goals.
• Flexible pacing: Offer rolling enrollment or self-paced modules so learners can take more time when needed.
• Participation options: Make it possible to attend in-person, online, or hybrid, so learners can choose what best fits their circumstances.
• Core and extension activities: Identify required “core” activities for all, with optional “extension” activities for those who want additional challenge or exploration.
• Mobile-friendly and low-bandwidth access: Design materials for phone use, provide downloadable files, or create offline resources so learning can continue regardless of internet connectivity.

Use Authentic, Real-World Tasks

Designing tasks that reflect authentic applications of digital skills helps learners see relevance in meaningful contexts.[28,29,30]

This can include the use of authentic forms, applications, or scenarios that learners are likely to encounter outside of class. Examples include:

• Comparing real credit card offers online instead of reading about them in a textbook
• Writing a professional email
• Filling out an online job application
• Creating a slideshow presentation
• Using a map app to plan travel

These activities mirror the types of tasks adults often complete at work or in their communities, making digital learning practical and transferable. Educators seeking structured models can consult the DRAW Playbook, which provides examples of embedding digital literacy into content-area lessons. These resources demonstrate how a single activity can integrate multiple skills, such as reading, technology use, and task navigation, in a contextualized way.

Establish Clear and Accessible Communication Channels

Clear communication is essential in any learning environment, particularly in online or hybrid formats. Learners need to know how to reach instructors for academic or technical support, how to connect with peers, and how to stay informed about program requirements.

Contact options should be straightforward and easy to use. Class messaging apps (such as Remind, WhatsApp, or Signal), email, and scheduled virtual office hours all provide flexible ways for learners to connect. When instructors normalize asking questions and checking in, learners feel comfortable seeking help when needed.

Shared class message threads (e.g., Slack, Discord) can also encourage peer-to-peer support, where learners troubleshoot technical issues, exchange tips, and celebrate successes. These communication practices can contribute to building confidence and a sense of community, while reducing the likelihood of learners feeling isolated in digital environments. They can also create additional opportunities for persistence, skill development, and the application of digital practices in both work and daily life.

Provide Timely, Meaningful Feedback[31,32]

Regular feedback helps learners stay engaged, track progress, and continue building skills. Digital tools make personalized responses more accessible. Voice notes, short video messages, or in-line comments can clarify next steps and support improvement. Platforms such as Google Docs, Canvas SpeedGrader, or Padlet streamline this process. Structured peer feedback can also reinforce learning by encouraging analysis and collaboration through shared documents or video responses.

Encourage Self-Reflection and Metacognition

Developing the ability to reflect on one’s learning process is important for adults, especially in digital environments where self-regulation is essential Structured opportunities for reflection can also serve as formative assessment, helping educators and learners identify progress and areas for further support.[34] Examples include periodic journal prompts (such as “What challenge did you face this week, and how did you address it?”) or short surveys that ask learners to self-assess their understanding of a topic.

To make reflection accessible, educators can provide structures such as templates or guiding questions. Digital portfolios or journals are useful tools for this process. Learners can collect evidence of their work (such as screenshots, written assignments, or quiz results) and write short reflections on their progress. Over time, portfolios can highlight growth and help learners evaluate both strengths and areas for improvement. For example, an ESL learner might record themselves speaking at the start and end of a semester to compare progress in fluency. Technology makes these practices feasible through tools like blogs, learning management systems, or private online groups.

In implementing these strategies, intentional planning is essential. Technology should serve specific learning goals rather than be used without purpose. For example, if the goal is to strengthen pronunciation, a mobile pronunciation app or a video recording tool such as Padlet can provide structured practice and feedback. By prioritizing learning design and selecting technology to support it, programs can ensure that digital learning remains purposeful and manageable.

Standards for Adult Education Professionals

Professional standards provide guidance for instructors and staff, including in digital learning contexts. While Chapter 2 of this Guide focuses on learner-facing standards, this section addresses educator-facing standards that support instruction in digital and hybrid environments.

No single framework is required or universally preferred. Programs and educators can select the standards that best align with their instructional goals, local context, and professional development needs.

The BRIDGES Toolkit from World Education includes “I Can” statements related to digital competencies for both learners and instructors. Like all standards, they can be used to clarify expectations, guide instructional planning, and monitor progress in digital learning environments.

LINCS Adult Education Teacher Competencies

The LINCS Adult Education Teacher Competencies are organized into four domains with 17 specific competencies. They address areas such as instructional planning, learner-centered practice, digital integration, and continuous improvement.The LINCS framework and accompanying self-assessment help educators identify strengths, set professional learning goals, and align practice with evidence-based teaching standards.

ISTE Standards for Educators

The International Society for Technology in Education developed the ISTE Educator Standards to describe effective practice in technology-rich environments. The standards encourage educators to facilitate learning with technology, design authentic learner-driven activities, model digital citizenship, and strengthen their own digital skills. These standards support meaningful and ethical integration of technology into teaching practice.

National Standards for Quality Online Teaching (NSQOT)

The National Standards for Quality Online Teaching, developed by Quality Matters and the Virtual Learning Leadership Alliance, provide quality indicators for fully online courses. The standards address course design, instructional delivery, assessment, and learner support. Although originally developed for K–12 and higher education, many principles apply to adult education. For instance, NSQOT emphasizes clear course navigation, timely instructor feedback, and the accommodation of learner needs. These practices align with the requirements of adult learners, including those who are developing digital literacy. Programs can use NSQOT as a framework or checklist to evaluate and strengthen the quality of their online classes.

Roles in Adult Education

Adult education programs include instructional staff, support staff, and administrators who each contribute to effective digital learning. This team approach reflects the collaborative structures emphasized in WIOA’s Integrated Education and Training model and CAEP’s consortium framework, in which instructional and support functions are designed to work together.

Collaboration across program roles depends on the distinct expertise each group brings to digital learning. The following descriptions outline how these roles interact to create an integrated system that supports both educators and learners in digital environments.

• Classroom Instructors: design lessons, deliver instruction, and adapt to the needs of learners in areas such as ESL, ABE/ASE, and CTE. In digital environments, instructors also act as content curators and facilitators, selecting online materials, leading online classes, and moderating forums.[35]
• Instructional Support Staff: extend the reach of instructors. Digital navigators help learners access technology, connect to the internet, and use online platforms. Instructional aides and tutors, including volunteers in some programs, provide assistance by answering technical questions, guiding small group activities, or troubleshooting digital tools. These roles help ensure that learners stay engaged in digital settings.
• Student Services Staff: address needs beyond the classroom. Counselors and transition specialists support learners in setting education and career goals, planning next steps, and connecting to resources such as job boards or virtual college tours. Technical support staff (or in smaller programs, tech-savvy instructors or partners) assist when digital barriers arise. These services reduce obstacles that could limit participation in online learning.
• Administrative Staff: including directors, coordinators, and clerical staff, manage program operations. They ensure compliance with WIOA requirements, maintain digital records, schedule classes and virtual sessions, and often assist learners with tasks such as completing online intake forms or setting up email accounts.
• Other Roles: also contribute to program success. Data and accountability specialists manage reporting systems, testing staff organize online and remote assessments, and volunteers or community partners such as libraries and local job centers often provide additional opportunities for digital skills practice. Workforce agencies and community organizations extend this support by helping learners connect digital skills to employment pathways. Together, these roles create the broader ecosystem that sustains digital learning.

A learner enrolling in a GED program may interact with multiple staff members throughout their journey. Office staff assist with registration and setting up digital accounts. A counselor helps the learner map out education and career goals. The instructor provides classroom instruction, supported by an aide who offers tutoring. A digital navigator helps secure reliable internet access. A transition specialist guides the learner in applying to community college. Volunteers facilitate study groups that provide additional practice. This example describes a coordinated approach that enables learners to participate fully and make steady progress toward their goals.

Program administrators can strengthen this model by reviewing whether all of these functions are clearly assigned or supported through partnerships, and by planning training or hiring to address any gaps.

Digital Learning and Professional Development

Implementing digital learning models requires that educators and staff are continuously learning as well. Both instructors and support staff can use professional development (PD) to build digital competencies and to keep up with evolving best practices. Effective PD for educators mirrors the approaches used with adult learners: it is ongoing, collaborative, hands-on, and relevant to immediate needs.

As one study noted, adult educators lacked experience in both distance teaching methods and technology integration even before the pandemic accelerated the shift online. The sudden move to remote learning in 2020 further highlighted gaps in preparedness, as many instructors lacked confidence in implementing online instruction and had received minimal training in that area. With more experience and urgency, the field has started to identify what effective professional development looks like for adult educators.

Characteristics of Effective PD

Research identifies several features of professional development (PD) that contribute to lasting improvements in teaching practice:[37]

• Sustained and Long-Term: Short, one-time workshops rarely result in lasting change. PD experiences that extend over time, such as multi-session series or year-long cohorts, allow educators to practice strategies, receive feedback, and refine skills. Studies suggest that meaningful improvement often requires more than 20 hours of focused engagement on a topic.
• Collaborative: Educators benefit from learning with and from peers. Professional learning communities (PLCs), team lesson planning, and structured peer observation support reflection and problem-solving. Observation may involve reviewing a colleague’s lesson, analyzing a recorded class session, or exchanging feedback. These activities provide opportunities to share strategies and build professional networks grounded in classroom practice.
• Active and Applied: Effective PD engages participants in application, not just discussion. Activities may include practicing with a digital tool, analyzing student work, role-playing instructional strategies, or developing lessons. PD is most effective when directly connected to classroom practice.
• Relevant and Personalized: PD should address program priorities, subject areas, and individual educator goals. Training tailored to instructional contexts (for example, “Using spreadsheets to track student progress in ASE math”) is more useful than general software demonstrations. Personalized approaches can include goal-setting, self-paced modules, or coaching that builds on an educator’s existing experience.
• Models Best Practices: High-quality PD demonstrates the methods it promotes. For example, a session on engagement might incorporate polling tools, breakout discussions, or collaborative activities so participants experience the strategies directly.
• Supported by Coaching and Peer Learning: Ongoing support helps educators apply new learning in realistic settings. In programs with instructional coaches or lead teachers, brief coaching cycles can focus on a specific goal, such as improving feedback in an online class. The coach and instructor meet briefly to plan, observe, and reflect on one lesson, documenting what worked and what to adjust next time. In smaller programs without dedicated coaches, peer partners can use the same approach by observing one another or reviewing short class recordings together.
• Designed for Engagement and Connection: Online PD should foster interaction. Features such as synchronous sessions, small group discussions, or video-based feedback can help participants feel connected to facilitators and peers.
• Grounded in Competency-based Learning: PD should allow time and support for educators to demonstrate proficiency with new strategies or tools. This may involve revisiting key ideas, applying them in stages, and creating artifacts or portfolios that document growth and can be used as ongoing instructional resources.
• Enabled by Quality Technology: Online or blended PD should use platforms that are accessible, reliable, and easy to navigate. Effective platforms minimize technical barriers, provide support, and allow both synchronous and asynchronous participation.

In California, many of these principles are evident in current initiatives. OTAN provides ongoing training and supports communities of practice. The Digital Leadership Academy (DLAC) is a multi-month, cohort-based program where teams of educators implement digital change projects at their agencies. DLAC participants collaborate across schools, share strategies, and receive coaching, reflecting the sustained, collaborative, and applied PD model described above. These initiatives promote the exchange of practical strategies and foster professional communities that support instructional improvement.

Onboarding New Administrators

Professional development is important not only for instructors but also for administrators, particularly those who are new to adult education or to digital learning. Programs can strengthen leadership capacity by creating an orientation module for new administrators that introduces the principles of the Digital Learning Guidance (DLG) and connects them with ongoing professional development and instructional quality initiatives.

For example, an online orientation for a new administrator could present key concepts from this chapter, such as adult learning theory, digital learning design, and the roles of support staff, along with an overview of the program’s current digital tools, data systems, and policies based on funding sources. The orientation might also include opportunities to shadow experienced administrators to see how these practices are applied in context.

After completing the orientation, new administrators can continue building expertise through mentorship with an experienced program director and by joining professional networks such as state leadership circles or national communities. Building knowledge in digital learning helps administrators make informed decisions about resource allocation, scheduling, and program policy. Ongoing orientation and mentorship can also ensure that digital learning initiatives are consistently supported over time.

Professional Learning Communities (PLCs)

Professional Learning Communities (PLCs), or communities of practice, provide a structure for sustained professional growth. In a PLC, instructors, support staff, and administrators meet regularly to strengthen practice and improve learner outcomes through collaborative inquiry and reflection. For example, a PLC composed of ESL teachers might meet monthly to review persistence data and test new engagement strategies. Over time, PLCs create a structured process for piloting innovations, evaluating results, and refining approaches in an ongoing cycle.

A typical PLC inquiry cycle may include the following steps:

1. Identify a challenge. For example, beginning-level ESL learners not progressing online.
2. Research or brainstorm strategies to address the challenge. For example, adding visual supports and native-language resources.
3. Apply the strategy
4. Share evidence, review outcomes, and reflect as a group.
5. Repeat the cycle, making adjustments based on what was learned.

PLCs encourage continuous improvement through reflection and data use. Members hold one another accountable, share results, and build collective expertise by analyzing successes and challenges together.

In the context of digital learning, a PLC might explore questions such as, “How can we increase learner-to-learner interaction in online classes?” or “Which resources best support adults with emerging literacy skills?” Through experimentation and reflection, the group develops strategies that can be adopted program-wide.

Programs interested in launching or strengthening PLCs can use the Community of Practice Toolkit from ISTE’s SkillRise, which provides steps for planning, launching, and managing professional communities that support ongoing collaboration.

State and National Resources for Professional Development

In California, OTAN provides ongoing training and facilitates professional learning communities through webinars, online courses, and workshops listed on the OTAN Professional Development Calendar. The California Adult Literacy Professional Development Project (CALPRO) offers workshops on instructional strategies. Nationally, COABE hosts webinars on a wide range of topics. The IDEAL Consortium, led by World Education, supports states and programs with professional development, technical assistance, and tools for designing distance, blended, and HyFlex options. Additional resources continue to emerge, such as the CREATE Adult Skills Network, which shares research on technology in adult learning, including studies on learning with mobile apps and virtual reality.

1. https://colllearning.info/wp-content/uploads/2019/03/The-Modern-Practice-of-Adult-Education.pdf
2. https://www.iup.edu/pse/files/programs/graduate_programs_r/instructional_design_and_technology_ma/paace_journal_of_lifelong_learning/volume_25%2C_2016/henschke-1.pdf
3. https://www.researchgate.net/publication/235701029_Experiential_Learning_Experience_As_The_Source_Of_Learning_And_Development
4. https://doi.org/10.1177/0001848191041003001
5. https://www.researchgate.net/publication/301339522_From_andragogy_to_heutagogy
6. https://doi.org/10.19173/irrodl.v13i1.1076
7. https://www.normfriesen.info/files/Mezirows_overview_transformative.pdf?utm
8. https://doi.org/10.1177/1541344603252172
9. https://doi.org/10.14746/ssllt.2011.1.1.6
10. https://files.eric.ed.gov/fulltext/ED540869.pdf
11. https://www.sri.com/publication/education-learning-pubs/digital-learning-pubs/evaluating-digital-learning-for-adult-basic-literacy-and-numeracy
12. https://www.newreaderspress.com/blended-learning-guide
13. https://doi.org/10.1080/10668920600859848
14. https://www.literacynewyork.org/documents/Covid-19/COVID-19-Report.pdf
15. https://digitalus.org/download/
16. https://edtech.worlded.org/wp-content/uploads/2020/07/WEI-for-BMGF-Adult-Ed-COVID19-Response-8.2020.pdf
17. http://doi.org/10.35847/JMortrude.3.2.55
18. https://eric.ed.gov/?id=EJ1455783
19. https://files.eric.ed.gov/fulltext/ED540869.pdf
20. https://doi.org/10.1177/1045159520959474
21. https://www.newreaderspress.com/blended-learning-guide
22. https://digitalus.org/download/
23. https://www.literacynewyork.org/documents/Covid-19/COVID-19-Report.pdf
24. https://digitalus.org/download/
25. https://edtech.worlded.org/wp-content/uploads/2020/07/WEI-for-BMGF-Adult-Ed-COVID19-Response-8.2020.pdf
26. https://files.eric.ed.gov/fulltext/EJ1304813.pdf
27. https://www.newreaderspress.com/blended-learning-guide
28. https://digitalus.org/download/
29. https://files.eric.ed.gov/fulltext/EJ1304813.pdf
30. http://doi.org/10.35847/ERoumell.3.1.75
31. https://www.literacynewyork.org/documents/Covid-19/COVID-19-Report.pdf
32. https://doi.org/10.1177/2158244020941006
33. http://www.aiscience.org/journal/paperInfo/ajes?paperId=4115
34. https://dx.doi.org/10.1108/RSR-10-2014-0042
35. https://files.eric.ed.gov/fulltext/EJ1344704.pdf
36. https://coabe-connects.myshopify.com/collections/lessons-from-the-pandemic-covid-19/products/lessons-from-the-pandemic-covid-19
37. https://eric.ed.gov/?id=ED606743