Abstract
Brief Literature Review - Adult learners are leading the forefront in advancing their knowledge and skills by accessing online professional development. Structuring a learning model that embraces the characteristics of adult learners provides a learning environment that increases the chance for the learner to be successful (Harris, 2003; Kenner & Weinerman, 2011). The Community of Inquiry Framework (CoI) identified three interdependent elements essential to provide an engaging educational experience (Garrison, Anderson, & Archer, 2000). Further understanding and incorporating the elements that contribute towards an engaging educational experience in online professional development courses will help institutions meet the needs of today’s adult learners and remain competitive in today’s market. Statement of the Problem - Many higher educational institutions are offering non-traditional options that allow adult learners to participate in professional development training that is convenient and flexible. The market is saturated with private and public online training resources that allow professionals to meet their day-to-day responsibilities while maintaining control over when and where they can access training through the convenience of a computer. In order to be competitive, organizations need to offer engaging learning experiences that include the necessary elements to engage adult learners in order to assist them in meeting their educational learning goals. This research examines the experiences of students who have taken an online professional development program and what factors contribute towards creating an engaging educational experience in order to contribute towards the knowledge so that institutions can remain competitive in today’s market. Methodology - The study used a combination of methods to conduct research gathering data from students who had completed at least one online professional development course for continuing education in the last three years at a Northern California public university. The study utilized an online survey. A total of 55 students participated in the research. Conclusions and Recommendations - Overall, adult learners in an online professional development course for continuing education had a positive learning experience and would continue taking online courses. The data showed there was overall agreement that the three essential elements of teaching presence, social presence, and cognitive presence necessary to create an engaging educational experience for adult learners were present during their online experiences. Social presence showed the lowest agreement value. The top three most valuable aspects of the online courses perceived by the adult learners in this study were flexibility, structure and convenience. In addition, qualitative analysis showed that adult learners are seeking online learning as a valuable way to grow professionally. Special attention should be given by institutions to create engaging educational experiences in their online courses that increase the professional capabilities and capacities of the intended audience in order to remain competitive in today’s market for online courses. Future research is needed to understand whether adult learners in professional development programs find value in having social presence in their online professional development experience and how the learning topic and/or the audience influence which elements would be necessary to meet their professional development goals.