How can adult learners access online learning platforms with ease? (2024)

Adults can use online platform with ease by first getting acquainted with the platform. Every provider offering online training, be it synchronous or asynchronous, should have an introductory unit showing how learners can make the most of it.

Online learning is great and accessible for most; however, it often lacks accountability. Retention and engagement with online learning material can be enhanced when you develop communities of practice that work through the content together at an agreed pace and offer a forum to discuss questions and apply case studies. Having learners undertake activities based on the content greatly aids retention, even gamifying this. Critical to all online courses is creating and maintaining a level of personal and professional accountability.

Adult learners must receive professional support given in short and specific steps. They need reminders of their learning process and regular auto evaluations that allow them to see their progress.

The world has opened to various ways to learn . Adult learners including drop outs can pick up courses to learn . There are free courses from good universities from which they can pick up a course that interests them. Only for certification does one have to pay . They are myriad ways to learn - YouTube channels , learning though social media platforms like courses ,. Private institutes to runPrograms - for Sanskrit , yoga etc for those interested in courses that for interest . You get adults who dropped out of college too can pick up threads . In India the NEP will permit credits that you can accumulate

If students will be using these tools for assessments, make sure they have low-stakes opportunities to practice using them. If they have a high-stakes exam with proctoring, give them a required practice exam where they earn points simply for trying it, so that they'll be comfortable with the tool for the real exam. If they're using a tool to create something for a capstone project, make sure they have mini-deadlines throughout the course where they keep making progress using that tool; that way, when they get to the end of the class, they're focusing on making a polished final project, and not still learning how to use the tool.

Preparing your device to access online learning begins with your own comfort with technology. Take time to respond to reflective questions about your daily use of technology. Some things to consider are your comfort with and ability to sit at a desk with a desktop computer and its speaker and video capacities. Compare your feelings with that and your less traditional habits with technology like settling into lounge furniture with a laptop or iPad. Are you more of a mobile phone person? How do you feel about headphones, earphones, or subtitles? Some more things to consider are, what is your first or most fluent language? What time of day will you access the learning and what is hoo going on around you during that few hours? Make it personal.

It’s important to have a positive attitude towards learning . As adult learners , one should avoid giving excuses to oneself to avoid regular attendance . We must challenge ourselves by taking assessments seriously . Regular study habits help

Nesse sentido, a experiência mostra que além do ambiente propício é preciso uma seleção contextualizada dos estudantes adultos para se sentirem confortáveis no ambiente digital de aprendizagem. Assim, mais que criar um ambiente propício é preciso um exercício de autocrítica e de responsabilidade compartilhada para obter bons resultados no ambiente digital de aprendizagem.

Translated

E-learning platforms facilitate course creation and management, allowing educators to design and organize lessons, assignments, and quizzes. Students can register, access courses, and interact with peers and instructors through features like profile management and user authentication. These platforms support multimedia formats such as text, images, videos, and interactive simulations, enhancing engagement and catering to diverse learning preferences.

In my experience, adult learners have often had various interactions with different educational platforms & tools and each one is *just* different enough to cause problems for people who don't do this all the time. As a result, one of my primary recommendations for the teacher or designer is to follow QM's guidelines, especially regarding a "Start Here" or "Do This First" type section for the course that (1) introduces the platform and demonstrates navigation (2) introduces the course and describes learning goals and sets expectations for assignments (3) lists requirements, especially concerning technology or connectivity, and expected time needed & (4) puts a "human" touch on it all (e.g. including a personalized video from the teacher).

Los estudiantes adultos pueden acceder a plataformas de aprendizaje en línea de varias maneras. Algunas opciones incluyen:•Acceso gratuito o de bajo costo a través de instituciones educativas u organizaciones sin fines de lucro •Acceso a través de bibliotecas públicas que ofrecen acceso a computadoras y Wi-Fi.•Acceso a través de programas de ayuda financiera. Algunos consejos para ayudar a los estudiantes adultos a acceder a las plataformas de aprendizaje en línea:•Investigue sus opciones. •Lea las reseñas. •Pida ayuda. Los estudiantes adultos también pueden considerar adquirir un dispositivo electrónico, como una computadora portátil o una tableta, para facilitar el acceso a las plataformas de aprendizaje en línea.

Translated

It's not just about applying your learning to real life. Learning starts with real life and therefore it's much more meaningful to apply your real life to learning. This means relating what you learn with your personal experiences, your prior knowledge, your existing biases, and so on. And being open to change when you figure out you were wrong. It also means you have the right to call out baloney in your learning content when you spot it. Remember, all knowledge has been built on life experiences, observations, intuitions, and trial and error. Formal learning is a consequence of real life, not the other way around. Both are shaped by each other.

(edited)

In real life, at least on what I've seen, people want to learn but struggle to make some time for it. The key is to make it as simple as possible, both in the curriculum as in the content. It's moving when a technician uses its laptop before starting field work to learn a new skill or a language, or when a sales rep uses a mobile phone to make good use of commuting time to learn about new business tendencies or technologies for the customers.

Go where the work is done. Where do people spend their time? Which devices do they use on the job? Which software tools are embedded in the workflow? Leverage those tools as much as possible. It doesn't have to be called a "learning technology" to help people develop new skills and improve their performance. Leverage learning tech for what it adds to the existing productivity tech stack. Architect an experience that fits within the workflow - including device access, content design, authentication, network access, etc. Using your learning tech should be as easy as watching a video on YouTube. That's the bar we need to hit. If it takes 8 clicks to watch a video in your LMS, people aren't going to do it - even if it's a REALLY good video.

Top 3 ways adult students can easily access online learning platforms:1. User-Friendly Interface: Choose platforms with intuitive, easy-to-navigate interfaces. Clear layouts and straightforward instructions enhance user experience, especially for those less tech-savvy2. Flexible Access: Opt for platforms that offer flexible access across devices, including smartphones, tablets, and PCs. This ensures learning can occur anytime, anywhere, accommodating diverse schedules and lifestyles.3. Support and Resources: Ensure platforms provide comprehensive support and resources, such as tutorials and customer service. Access to help when needed increases confidence and reduces frustration for users unfamiliar with digital learning environments.