In today’s digitalised and globalised world, lifelong learning is essential as work practices and required skills constantly evolve. Adult learners, balancing multiple responsibilities, need flexible learning formats – but online courses demand strong self-regulated learning (SRL) skills, requiring learners to plan, monitor, and adapt independently.
This dissertation examines two gaps: first, the limited research on how adults regulate learning in online and work-related contexts, especially under time pressure; second, the lack of practical, evidence-based guidelines for designing adaptive SRL support that adults accept and benefit from. It addresses:
- Research-Question 1: How do adult learners regulate their learning in online courses, and what challenges do they face?
- Research-Question 2: How can adaptive support systems be designed to best foster SRL and learning outcomes for adults?
Five empirical studies were conducted. Together, they identified key SRL challenges, particularly in planning, time management, and environmental structuring. While adaptive support systems improved engagement and environmental structuring, voluntary uptake remained low. Findings also revealed that coercion can increase reactance and undermine planning-related SRL over time, while clear guidance without coercion proved more effective.
The results support an engagement-centred model, where the impact of support depends on meaningful use. The dissertation advances both theoretical understanding of adult online SRL and practical design principles for creating effective, user-centred adaptive support systems in adult online learning.