#1
Schwehm, T. M., & Giroir, S. (2024). Engagement experiences of the adult undergraduate online: An analysis of actions, attitudes, and perceptions. Journal of Adult and Continuing Education. https://files.eric.ed.gov/fulltext/EJ1427782.pdf
Summary
This study examines how adult undergraduate learners experience engagement in fully online courses, drawing on behavioral, emotional, and cognitive engagement frameworks. Using a mixed-methods design, the authors surveyed and interviewed adult learners to identify patterns in their engagement behaviors and perceptions. Findings indicate that adult learners value structured course design, instructor presence, clear expectations, and opportunities for meaningful interaction. The study concludes that adult learners engage most effectively when online environments support autonomy, relevance, and community.
Evaluation
The article provides a clear conceptualization of engagement dimensions and situates adult learners within established theoretical models. Its mixed-methods approach strengthens validity by combining quantitative trends with qualitative insight. However, the sample size is modest and institution-specific, which limits generalizability. Additionally, although the authors identify instructional strategies that promote engagement, they do not deeply explore platform-specific features that might enable such strategies. Despite these limitations, the study offers strong methodological clarity and relevant insight for understanding adult learners in online settings.
Reflection
This article deepens my understanding of how adult learners perceive engagement and underscores the importance of instructor presence and intentional design—two elements central to using platforms like Engageli. Its emphasis on autonomy and relevance aligns with adult learning theory and helps frame how interactive tools might meaningfully support participation. The findings also connect to broader discussions in EDU800 about motivation, learner agency, and instructional presence in digital environments.
#2
Kara, M., Erdoğdu, F., & Kokoç, M. (2019). Challenges faced by adult learners in online distance education: A literature review. Open Praxis, 11(1), 5–22. https://files.eric.ed.gov/fulltext/EJ1213733.pdf
Summary
This literature review synthesizes research on the barriers adult learners encounter in online distance education. The authors categorize challenges into internal factors (motivation, self-regulation), external factors (time constraints, family/work obligations), and program-related factors (course design, institutional support). The article highlights how adult learners must balance competing responsibilities and identifies how insufficient instructor guidance or poorly structured online environments exacerbate disengagement. The review concludes that effective online learning requires intentional design aligned with adult learning principles.
Evaluation
The article’s strength lies in its systematic organization of challenges and its grounding in both andragogy and online learning theory. The synthesis is thorough and accessible, drawing from a wide range of sources. A limitation is that the review does not provide detailed methodological criteria for selecting studies, which would have enhanced transparency. Additionally, the article predates the widespread shift to synchronous and interactive online platforms, so newer technological affordances are not addressed. Nonetheless, the conceptual clarity and comprehensive framing make it a valuable reference for understanding adult learner needs.
Reflection
This review helps contextualize why tools like Engageli must go beyond basic content delivery and instead actively address adult learners’ constraints and motivational needs. It reinforces how essential structure, flexibility, and instructor presence are for supporting adult learners online. The article connects well to ED800 themes surrounding learner agency, the impact of cognitive load, and the role of design in mitigating barriers.
#3
Diep, A. N., Zhu, C., Struyven, K., & Blieck, Y. (2019). Adult learners’ needs in online and blended learning. Canadian Journal of Learning and Technology, 45(1), 1–21. https://files.eric.ed.gov/fulltext/EJ1235812.pdf
Summary
This empirical study investigates adult learners’ needs in online and blended learning environments and proposes a framework informed by andragogy, self-determination theory, and the technology acceptance model. Data were collected through surveys measuring adult learners’ expectations related to autonomy, competence, connection, and technology usability. Findings show that adult learners require clear structure, opportunities for collaboration, intuitive technology, and learning activities connected to real-world practice. The study emphasizes that learner satisfaction is closely linked to motivational support and technological reliability.
Evaluation
The integration of multiple theoretical models is a notable strength, allowing for a multidimensional analysis of adult learner needs. The survey instrument appears valid and well aligned with the theoretical framework, though the study is limited by its focus on a single geographic region and a restricted sample population. Platform-specific analysis is limited, and the discussion could have benefited from more practical examples of how online tools can meet the identified needs. Nonetheless, the study offers a rigorous and well-structured examination of adult learning design requirements.
Reflection
This article provides a valuable conceptual foundation for evaluating whether Engageli’s features—such as collaborative tables, interactive polls, and real-time feedback—align with adult learners’ motivational and social-connection needs. The framework helps me articulate why certain design choices matter and supports a more theory-driven analysis of online learning environments. It also connects to EDU800 themes around self-determination, motivation, and learner-centered design.
#4
Akpen, M. S., Ogwueleka, F. N., & Emmanuel, B. (2024). Impact of online learning on students’ performance and engagement: A systematic review. Smart Learning Environments, 11(1). https://doi.org/10.1007/s44217-024-00253-0
Summary
This systematic review examines empirical studies on how online learning influences student performance and engagement across educational levels. The authors identify factors that enhance engagement—such as interactive tools, real-time communication, structured design, and instructor presence—as well as barriers like technological issues, lack of social interaction, and poor instructional strategies. The review concludes that online learning can improve engagement and outcomes when pedagogically sound, but results are inconsistent when design quality varies.
Evaluation
The systematic approach strengthens the credibility of the review, and its inclusion of recent research (including post-pandemic studies) makes it highly relevant. The article clearly categorizes engagement-related variables and synthesizes findings effectively. However, the review does not deeply analyze differences across adult vs. traditional learners. The synthesis also lacks a strong theoretical anchor, focusing more on empirical patterns than on conceptual frameworks. Despite this, the review provides valuable insight into the design and facilitation choices that influence online engagement.
Reflection
This article supports a broader understanding of where Engageli fits within the online learning ecosystem and highlights design and facilitation factors necessary for meaningful engagement. Its findings reinforce the importance of interactive tools, structured learning pathways, and instructor presence—each of which aligns with Engageli’s platform features. The review also offers an evidence-based lens to compare which platform-supported strategies are likely to benefit adult learners specifically.
#5
Wang, Y. (2022). Engaging learners in synchronous online learning. Distance Education, 43(3), 408–430. https://pmc.ncbi.nlm.nih.gov/articles/PMC9574801/
Summary
Wang proposes a comprehensive conceptual framework for engagement in synchronous online learning, identifying five interrelated components: instructors, learners, content, technology, and environment. The study synthesizes existing empirical work and offers design principles for supporting interaction, presence, and cognitive engagement during live online sessions. The article emphasizes the importance of intentional facilitation, platform usability, and meaningful learning tasks to sustain engagement in real time.
Evaluation
The conceptual clarity of this article is a major strength; it distills complex engagement variables into a practical and theoretically grounded model. Its reliance on synthesis rather than empirical data is a limitation, as the framework would benefit from validation through applied research. Nonetheless, the article effectively integrates theories of engagement, presence, and instructional design, making it highly applicable to practice.
Reflection
This framework directly informs how I can evaluate Engageli as a synchronous learning environment, particularly regarding instructor presence, learner interactivity, and technological affordances. It aligns well with EDU800’s focus on digital pedagogy, engagement models, and human-centered learning. The article also provides a structure I can use when designing online sessions or analyzing how Engageli’s features support engagement.
Tony Kaczoroski 
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