The fastest way to ruin an adult learning experience is to start with a shiny tool and hope an outcome appears later. Jackie sat down with Dr. Dwayne Wood to get back to the foundations that keep instructional design effective, especially in online and asynchronous learning where motivation, time pressure, and cognitive load can make or break engagement.

We dig into adult learning principles through a practical lens: problem-based and application-based outcomes that give learners a clear end state, relevance placed right up front (and ideally explained by learners themselves), and autonomy that offers real choice without creating analysis paralysis. We also talk honestly about discussion forums, why they turn into “check the box” activities, and what to look for in learning analytics when grades alone do not tell the whole story.

Then we zoom out to the human side of learning design in an AI era. We share why “start with the learning outcome” is still the best rule for educational technology integration, how AI can add value when it supports reflection and feedback, and why self-direction is often misunderstood. Adult learners may be independent, but they still benefit from scaffolding, pathways, and simple supports like checklists that help them monitor progress.

Subscribe for the rest of the mini-series, share this with an instructional designer or educator you know, and leave a review so more people can find the show. What adult learning principle do you think course designs overlook most?

📢 Call-to-Action: To keep learning from Dr. Dwayne Wood, visit the links in the show notes and connect with him online. And as you reflect on today’s episode, consider one adult learning principle you can apply more intentionally in your next course, training, or learning experience.

📖 Additional Resource: You can also visit National University to learn more about its programs and resources for adult learners, working professionals, and military-connected students.

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