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Technology and Adult Learning

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Title: Technology and Adult Learning
Language: English
Authors: Simone C. O. Conceição (ORCID 0000-0001-6485-1080), Susan Yelich Biniecki (ORCID 0000-0001-7708-5717)
Source: New Directions for Adult and Continuing Education. 2024 (184):65-73.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 9
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Education Level: Adult Education
Descriptors: Adult Learning, Informal Education, Conventional Instruction, Artificial Intelligence, Educational Technology, Learning Management Systems, Student Needs, Technology Uses in Education
DOI: 10.1002/ace.20545
ISSN: 1052-2891
1536-0717
Abstract: This article explores the evolving role of technology in nonformal and informal adult learning settings, guided by the theory of connectivism. It examines how digital platforms, artificial intelligence (AI), and other technological advancements enhance the accessibility, personalization, and efficiency of adult learning. The various educational technologies' benefits, limitations, and strategic applications are discussed, focusing on how they cater to the diverse needs of adult learners. The implications of these technologies on the future of adult learning, mainly through the lens of AI, are analyzed to predict emerging trends and potential challenges in adult education.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1454869
Database: ERIC
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  Value: <anid>AN0181847789;nda01dec.24;2024Dec27.02:30;v2.2.500</anid> <title id="AN0181847789-1">Technology and Adult Learning </title> <p>This article explores the evolving role of technology in nonformal and informal adult learning settings, guided by the theory of connectivism. It examines how digital platforms, artificial intelligence (AI), and other technological advancements enhance the accessibility, personalization, and efficiency of adult learning. The various educational technologies' benefits, limitations, and strategic applications are discussed, focusing on how they cater to the diverse needs of adult learners. The implications of these technologies on the future of adult learning, mainly through the lens of AI, are analyzed to predict emerging trends and potential challenges in adult education.</p> <p>Keywords: artificial intelligence; connectivism; informal learning; nonformal learning</p> <hd id="AN0181847789-2">Introduction</hd> <p>The rapid evolution of technology has ushered in a transformative era for adult education, particularly within nonformal and informal learning settings. As digital advancements such as artificial intelligence (AI), machine learning, and widespread internet accessibility take center stage, they dramatically expand the boundaries of how, when, and where learning can occur. Consequently, adult learners are now presented with unprecedented opportunities and challenges. Traditional educational paradigms are shifting toward more dynamic, interactive models, accommodating a broader range of learning styles and needs. Central to understanding this shift in education is the theory of connectivism (Siemens [<reflink idref="bib27" id="ref1">27</reflink>]), which provides a framework for learning in a digital age, emphasizing the role of social and technological networks in the learning process. Grounded in concepts of connectivism, this article delves into current educational transformations, exploring how integrating new technologies facilitates personalized and accessible learning experiences that cater to diverse adult populations.</p> <p>According to connectivism, knowledge exists across various digital and human networks, and learning is navigating and drawing from these complex and interconnected systems (Siemens [<reflink idref="bib27" id="ref2">27</reflink>]). This theory is particularly pertinent as it aligns with the increasing digitalization of adult education and the necessity for learners to utilize technology to access information, connect with others, and participate in collaborative learning environments. By applying the characteristics of connectivism, this article investigates how digital tools enhance learning and reshape the educational landscape, highlighting the shift from teacher‐centered approaches to learner‐driven and technology‐enabled explorations.</p> <p>This exploration is critical as the global context of adult education continues to evolve, influenced by technological advancements and the growing need for education systems beyond traditional classroom settings to include digital and networked environments. The article aims to provide an overview of how technology is being integrated into adult learning environments and to articulate the broader implications for educators and learners. By examining the potential and pitfalls of technology in adult education, the discussion considers how these tools shape lifelong learning opportunities, thereby supporting adults in remaining adaptable and competent in an ever‐changing world.</p> <hd id="AN0181847789-3">Nonformal and Informal Learning</hd> <p>Nonformal learning refers to structured learning outside traditional formal educational institutions but follows a planned curriculum or program (Conceição and Yelich Biniecki [<reflink idref="bib9" id="ref3">9</reflink>]). Technology has significantly impacted nonformal learning by providing innovative tools and platforms. It typically has specific learning goals related to skill development or knowledge acquisition and uses curated learning materials, textbooks, modules, and multimedia content. Nonformal learning offers structure, guidance, and support from instructors or facilitators; it is flexible but maintains a defined program schedule and syllabus. Enrolling in online courses, attending webinars, and participating in workshops are examples of nonformal learning.</p> <p>Informal learning is self‐directed and spontaneous learning that occurs naturally in daily life; personal interests, curiosity, and self‐improvement often drive it (Conceição and Yelich Biniecki [<reflink idref="bib9" id="ref4">9</reflink>]). It is highly flexible and adaptable to learners' schedules and preferences. It requires external structure or guidance; learners choose from various online resources, including articles, videos, and podcasts. Examples of informal learning include watching educational YouTube videos, reading blogs, and exploring Wikipedia.</p> <p>Fundamental differences exist between nonformal and informal learning in the context of technology. These distinctions can vary based on individual experiences and specific learning contexts. While both benefit from integrating technology, their structures, objectives, and formality differ. Table 1 exemplifies these differences.</p> <p>1 TABLE Critical differences between nonformal and informal learning.</p> <p> <ephtml> <table><thead><tr><th>Aspect</th><th>Nonformal learning</th><th>Informal learning</th></tr></thead><tbody><tr><td>Setting</td><td>It takes place in various settings, including online courses, workshops, webinars, and virtual classrooms.</td><td>Typically occurs in everyday life situations, such as reading articles, watching videos, or using social media.</td></tr><tr><td>Curriculum</td><td>It follows a planned curriculum or program with specific learning objectives and materials.</td><td>There is no predefined curriculum; learners choose what, when, and how they learn.</td></tr><tr><td>Learning control</td><td>It is more structured; follows a predetermined syllabus or program schedule.</td><td>It's learner‐driven; individuals choose their learning path and pace.</td></tr><tr><td>Formal assessment</td><td>It often includes quizzes, assignments, and assessments to measure progress.</td><td>It rarely includes formal assessments or evaluations.</td></tr><tr><td>Certification</td><td>It frequently leads to certificates, digital badges, micro‐credentials, or qualifications recognized by institutions or employers.</td><td>It rarely results in formal certificates or credentials.</td></tr><tr><td>Interaction</td><td>It often involves interactions with instructors, peers, and online communities.</td><td>Informal interactions with peers and experts are common but not mandatory.</td></tr><tr><td>Technology use</td><td>It is highly dependent on technology for online courses, webinars, virtual classrooms, and digital resources.</td><td>It uses technology for access to information, online discussions, and self‐paced learning.</td></tr></tbody></table> </ephtml> </p> <hd id="AN0181847789-4">Core Theories in Adult Learning: Pathways to Connectivism</hd> <p>Adult educators are familiar with theories that explain adult learning. The most common are behaviorism, cognitivism, constructivism, and transformational learning. These theories provide frameworks for understanding how people learn best and guide instructional strategies.</p> <p>Behaviorism focuses on observable behavior changes caused by stimuli. It emphasizes the role of environmental responses to learner behavior and does not consider internal thought processes; learning is seen as a response to external stimuli (Skinner [<reflink idref="bib28" id="ref5">28</reflink>]). Cognitivism deals with the inner mental activities—opening the "black box" of the human mind. It is concerned with understanding how people think, understand, and know. Cognitivists consider how human memory influences learning (Piaget [<reflink idref="bib25" id="ref6">25</reflink>]). Constructivism suggests that learners construct their understanding and knowledge of the world through experiencing things and reflecting on those experiences. It argues that people learn by making constructs based on their personal experiences and hypotheses of the environment individually (Ausubel [<reflink idref="bib2" id="ref7">2</reflink>]) and socially (Vygotsky [<reflink idref="bib29" id="ref8">29</reflink>]). Transformational Learning is a theory of adult education that suggests meaningful learning occurs through experiences that encourage a deep, structural shift in basic premises of thought, feelings, and actions. It is a process of getting beyond gaining factual knowledge to become changed by what one learns (Mezirow [<reflink idref="bib21" id="ref9">21</reflink>]). Though other adult education scholars have expanded on these theories, the above authors have established the foundations of these theories.</p> <p>As adult learning increasingly depends on technology, a new theory has emerged: connectivism. Connectivism integrates technology, social networks, and information. It views learning as a process that occurs within nebulous environments of shifting core elements—not entirely under the control of the learner. Learning (defined as actionable knowledge) can reside outside of us (within an organization or a database), and understanding the connections is more important than understanding the actual knowledge (Siemens [<reflink idref="bib27" id="ref10">27</reflink>]). For example, an employee aiming to enhance their skills in digital marketing might subscribe to various industry blogs, join social media groups, and follow influencers on platforms like LinkedIn and X.</p> <p>Connectivism explains how learning occurs in a networked environment where individuals connect to various sources of information and each other. Thus, learning happens in a dynamic, interconnected digital ecosystem where individuals actively participate in knowledge creation, dissemination, and application. Connectivism interprets learners as harnessing the power of technology and networks to enhance their learning experiences and adapt to the ever‐changing knowledge landscape (Siemens [<reflink idref="bib27" id="ref11">27</reflink>]).</p> <p>Each theory approaches learning, the roles assigned to teachers and learners, and their interaction with technology differently. Table 2 compares these theories.</p> <p>2 TABLE Adult learning theories comparison.</p> <p> <ephtml> <table><thead><tr><th>Theory</th><th>Focus</th><th>Teacher role</th><th>Learner role</th><th>View on technology</th></tr></thead><tbody><tr><td>Behaviorism</td><td>External behavior changes</td><td>Directs learning, provides stimuli, and reinforces responses</td><td>Passive and responds to stimuli</td><td>Tool for delivering and reinforcing instruction</td></tr><tr><td>Cognitivism</td><td>Mental processes</td><td>Facilitates understanding, organizes information, and models processes</td><td>Active and processes information</td><td>Supports processing and visualization of information</td></tr><tr><td>Constructivism</td><td>Building personal or social understanding</td><td>Guides, challenges, and provides tools</td><td>Active, constructs knowledge from experiences</td><td>Provides environments and tools for exploration</td></tr><tr><td>Transformational Learning</td><td>Deep, structural shifts in perspective</td><td>Facilitates critical reflection and discourse, supports transformation</td><td>Reflective, transformative, and engaged in discourse</td><td>Supports communication and access to differing perspectives</td></tr><tr><td>Connectivism</td><td>Networks and digital connections</td><td>Curates and connects learning networks, fosters connectivity</td><td>Active, networked, adapts to changing information</td><td>Central and integral, enables connections and access to diverse sources</td></tr></tbody></table> </ephtml> </p> <hd id="AN0181847789-5">Adult Learning and Connectivism</hd> <p>In adult education, when planning programs, we look at the context of adult learning, the learning process, and the adult learner who participates in the learning activities (Merriam and Baumgartner [<reflink idref="bib20" id="ref12">20</reflink>]). Therefore, adult learning does not happen in a vacuum; society influences how learners live and interact with others. Connectivism provides a framework for understanding how adult learning, a dynamic and interconnected process, is influenced by the broader social environment and facilitated through networks of relationships and interactions. Connectivism helps educators plan and implement adult learning programs that recognize the interconnected social context of learning, the learning environment, and the interactions among learners.</p> <hd id="AN0181847789-6">Social Context of Learning</hd> <p>Connectivism emphasizes the importance of learning occurring within and influenced by a social context. It asserts that knowledge and learning are located within an individual and outside the individual within the network or community (Siemens [<reflink idref="bib27" id="ref13">27</reflink>]). This aligns with the understanding that societal factors influence adult learning, as learners bring their social and cultural contexts into the learning environment, impacting both what and how they learn. For example, study groups in a certificate program allow peer interaction, providing different perspectives and enhancing learner understanding. In this case, learning can be influenced by and occurs within social interactions and connections.</p> <hd id="AN0181847789-7">Learning Environment</hd> <p>Connectivism underscores the significance of the learning environment in shaping how these networks of knowledge are accessed and utilized. In adult education, the learning environment is critical—it is not just about the physical space but also the cultural, technological, and social systems that support learning. Connectivism suggests that effective learning environments enable robust connectivity to these diverse networks, facilitating better access to varied sources of knowledge (Downes [<reflink idref="bib11" id="ref14">11</reflink>], [<reflink idref="bib12" id="ref15">12</reflink>]). For example, learners can access various knowledge sources and support systems such as virtual classrooms, collaborative tools, and social media and professional networks. These environments exemplify connectivism, where the learning experience is enhanced by the ability to navigate and utilize a network of diverse resources and connections (Siemens [<reflink idref="bib27" id="ref16">27</reflink>]).</p> <hd id="AN0181847789-8">Interactions Among Learners</hd> <p>Connectivism also highlights the role of technology in modern learning, mainly how digital platforms facilitate connections among learners. In adult education, the interactions among learners, which often happen through face‐to‐face and digital means, can enhance the learning process by enabling knowledge sharing across a network of connected peers. This mirrors the point that adult learning involves actively participating in learning activities with others, thereby contributing to and benefiting from the shared knowledge network (Abedini, Abedin, and Zowghi [<reflink idref="bib1" id="ref17">1</reflink>]). For example, an adult learner pursuing a data science certification where the learning environment is not confined to a traditional classroom. Instead, it includes three interconnected elements such as an online platform (e.g., Learning Management System), digital resources (e.g., online tools to support coding and creation of datasets), and social media groups (e.g., LinkedIn) dedicated to social science. Through this interconnected learning environment, the learner can access various knowledge sources and connect with other learners and professionals. These elements exemplify connectivism, where the strength and variety of connections enhance the learning experience, enabling effectively the integration and application of knowledge in real‐world contexts.</p> <hd id="AN0181847789-9">Characteristics of Connectivism</hd> <p>Connectivism acknowledges that the context of learning has four characteristics: (<reflink idref="bib1" id="ref18">1</reflink>) it is no longer confined to traditional educational settings; (<reflink idref="bib2" id="ref19">2</reflink>) it takes place within a dynamic, interconnected digital ecosystem; (<reflink idref="bib3" id="ref20">3</reflink>) it views learners as active participants in their knowledge creation; and (<reflink idref="bib4" id="ref21">4</reflink>) it uses digital technology to facilitate learning (Siemens [<reflink idref="bib27" id="ref22">27</reflink>]).</p> <hd id="AN0181847789-10">Learning Beyond Traditional Settings</hd> <p>Connectivism asserts that learning is ubiquitous<bold>;</bold> it occurs in diverse environments beyond the traditional classroom, encompassing nonformal settings (such as workshops/webinars, community programs, and online courses) and informal settings (such as social media, networking, and personal experiences). Connectivism emphasizes the significance of learning across a spectrum of contexts, facilitated by access to a vast network of information sources available in today's digital world (Siemens [<reflink idref="bib27" id="ref23">27</reflink>]).</p> <hd id="AN0181847789-11">Dynamic and Interconnected Learning</hd> <p>According to connectivism, learning creates, navigates, and maintains a knowledge network. Learners are immersed in a dynamic, interconnected digital ecosystem where knowledge is not static but distributed across various nodes and links. This ecosystem enables learners to develop personal learning networks that integrate nonformal and informal learning environments, embodying knowledge's fluid and continuously evolving nature (Downes [<reflink idref="bib12" id="ref24">12</reflink>]).</p> <hd id="AN0181847789-12">Active Participation in Knowledge Creation</hd> <p>In connectivism, learners are viewed as active agents who contribute to their learning process by creating, disseminating, and applying knowledge. This active participation is crucial in nonformal and informal settings, where learners contribute to and draw from the network's collective intelligence. This process enriches the learning experience and enhances the creation of shared knowledge within the community (Sidik et al. [<reflink idref="bib26" id="ref25">26</reflink>]).</p> <hd id="AN0181847789-13">Utilization of Digital Technologies</hd> <p>In connectivism, technology plays a central role in learning by enabling networking, collaboration, and real‐time information sharing. Digital tools are essential; they facilitate access to vast arrays of information and support interaction within the learning network, making them indispensable for modern learners navigating nonformal and informal educational landscapes (Dunaway [<reflink idref="bib13" id="ref26">13</reflink>]).</p> <p>By focusing on the learner's ability to connect and synthesize information across various sources and settings, connectivism offers a framework suited to understanding and enhancing adult learning in nonformal and informal environments. This approach recognizes that learning is a continuous, lifelong process that occurs in various contexts and is driven by the interconnected nature of knowledge in the digital age. Although there is debate on how well the theoretical concepts of connectivism are developed (Clara and Barbera [<reflink idref="bib7" id="ref27">7</reflink>]), the theory does provide a base for exploring learning within the digital domain, an essential concept in adult learning practice.</p> <hd id="AN0181847789-14">Technology and Adult Learning in Practice</hd> <p>Technology is now a pervasive element in our daily learning activities. Employing various technological approaches to adult learning, mainly through the lens of connectivism, offers a variety of benefits, limitations, and applications.</p> <hd id="AN0181847789-15">Benefits</hd> <p>Technology has revolutionized adult learning by providing various benefits that enhance the educational experience across different contexts. At the forefront is accessibility, where technology enables learners to access vast amounts of information and resources from anywhere, at any time. This breaks down geographical and temporal barriers, allowing learning to occur in various settings beyond the traditional classroom. Alongside this, flexibility is a crucial advantage; learners can personalize their learning paths, choose their pace, and select content that meets their specific needs and interests, which is particularly valuable in adult education, where learners often juggle multiple responsibilities.</p> <p>Interactivity and enhanced engagement are also essential benefits. Digital platforms facilitate interactive learning experiences through multimedia content, simulations, and real‐time feedback, significantly enhancing learner engagement (Conceição and Hill [<reflink idref="bib8" id="ref28">8</reflink>]). Elements such as gamification and virtual reality scenarios make learning more engaging and can improve retention rates. Furthermore, networked learning is a core principle of connectivism that is well‐supported by technology, fostering richer, more diverse learning experiences through expanded access to experts and peers worldwide.</p> <p>The collaborative nature of modern learning platforms illustrates how technology supports collaborative learning (Goldie [<reflink idref="bib14" id="ref29">14</reflink>]). It allows learners to work together, share resources, and provide peer feedback irrespective of their physical locations. This is complemented by adaptive learning technologies that can tailor learning experiences to individual needs, providing personalized pathways that cater to different learning styles and paces. Additionally, receiving real‐time feedback helps learners quickly understand their progress and identify areas for improvement.</p> <p>Another significant benefit is scalability. Technology allows nonformal educational programs to reach a larger audience than feasible in a traditional classroom setting, making learning more scalable and cost‐effective. Connectivism highlights the importance of networks and technology in facilitating learning. For example, a professional development course offered through a platform like Coursera can enroll thousands of learners worldwide, providing access to high‐quality education that geographic and financial constraints would otherwise limit. This aligns with connectivist principles, as the ability to connect with a vast network of resources and learners is crucial for knowledge acquisition.</p> <p>Furthermore, connectivism emphasizes the importance of continuous learning facilitated by technology. The tools and platforms available for continuous education and skill development reflect the connectivist view that learning is an ongoing process beyond formal educational frameworks. These tools enable learners to regularly update their knowledge and skills, ensuring they remain relevant in a rapidly changing world. For instance, subscribing to LinkedIn Learning allows professionals to continually enhance their skills through a wide array of courses that they can access anytime.</p> <p>Together, these technological benefits exemplify the core tenets of connectivism. They shape the future of adult learning by making it more accessible, flexible, and aligned with the needs of modern learners. In a connectivist learning environment, the focus is on leveraging technology to create and maintain connections within a learning network, facilitating a dynamic and responsive educational experience.</p> <hd id="AN0181847789-16">Limitations</hd> <p>Given that one of the elements of connectivism involves technology, there are limitations to grounding adult education in this approach. While technology has dramatically enhanced the scope and accessibility of adult learning, it also presents several limitations that can impact the effectiveness of learning outcomes. One significant issue is the digital divide. Access to digital technologies is not uniform, with disparities in availability particularly affecting learners in less affluent or remote areas (Ossiannilsson [<reflink idref="bib24" id="ref30">24</reflink>]). This uneven access can create gaps in educational opportunities.</p> <p>Another challenge is information overload (Müller et al. [<reflink idref="bib22" id="ref31">22</reflink>]). The vast availability of resources online can overwhelm learners, making it challenging to sift through and identify valuable and credible information. Additionally, quality control varies significantly with online content and courses, leading to inconsistencies in learning outcomes that can affect the reliability of the educational experience.</p> <p>Technical skills requirements also pose a barrier; learners need a basic level of digital literacy to effectively engage with online learning platforms (Law et al. [<reflink idref="bib17" id="ref32">17</reflink>]). Furthermore, the nature of many technology‐based learning environments demands high motivation and self‐discipline. The self‐directed nature of online learning can be challenging, as learners must manage their educational pathways without the constant presence of instructors or structured classroom settings.</p> <p>Privacy and security concerns are also prominent as learning through digital platforms involves exchanging and storing personal information, raising data privacy and security issues (Boudreau [<reflink idref="bib5" id="ref33">5</reflink>]; Holmes et al. [<reflink idref="bib15" id="ref34">15</reflink>]). Limited sensory engagement is another limitation; online learning often lacks the tactile, olfactory, and other sensory experiences that enrich learning in physical environments, affecting engagement and the overall learning experience.</p> <p>Finally, the cultural and contextual relevance of content can be problematic. Material created in one cultural context may need to be more effective and appropriate across different cultural or regional settings (Nguyen and Aoyama [<reflink idref="bib23" id="ref35">23</reflink>]), limiting the applicability of some resources and potentially alienating diverse learners. This limitation is a challenge because although networks and the interconnectedness of learning resources bring people together, learners may be unable to relate to the same resources.</p> <p>These limitations highlight the need to carefully consider and manage the challenges of integrating technology into adult learning. While leveraging its benefits, the potential drawbacks must be adequately addressed to provide an inclusive and effective learning environment. Connectivism may provide applications to counter the limitations.</p> <hd id="AN0181847789-17">Applications</hd> <p>In adult education, technology‐driven approaches, mainly influenced by connectivism, have significantly expanded the possibilities within nonformal and informal learning contexts. Each setting leverages technology to enhance educational delivery and engagement, catering to learners' varied needs and lifestyles. Technology is crucial for professional and community development, certification programs, skill‐specific boot camps, remote workshops, and lifelong learning clubs in nonformal learning environments. Conversely, informal learning employs technology in more spontaneous and flexible ways. Platforms like YouTube and Instagram offer various social media learning opportunities through tutorials and expert content on multiple subjects, from cooking to coding. Other applications include peer‐to‐peer learning, gamification, interactive eBooks and podcasts, virtual reality (VR), augmented reality (AR) apps, online hobby groups, and mobile learning. Table 3 summarizes the applications of technology‐driven approaches in nonformal and informal learning contexts.</p> <p>3 TABLE Applications of technology‐driven approaches in nonformal and informal learning contexts.</p> <p> <ephtml> <table><thead><tr><th>Learning context</th><th>Application type</th><th>Description</th><th>Examples of learning opportunities</th></tr></thead><tbody><tr><td>Nonformal</td><td>Professional development</td><td>Online courses and webinars enable professionals to acquire new skills or update existing ones without disrupting work schedules.</td><td>Massive Open Online Courses (MOOCs) and LinkedIn learning courses on project management and leadership.</td></tr><tr><td>Community education</td><td>Workshops and seminars facilitated by libraries, community centers, and local groups using technology to educate on various topics.</td><td>Local library hosts a series on digital literacy for seniors.</td></tr><tr><td>Certification programs</td><td>Organizations deliver certification programs online, allowing remote qualification acquisition in specific fields.</td><td>Coursera offers certification in IT support from Google.</td></tr><tr><td>Skill‐specific bootcamps</td><td>Intensive, short‐term training in areas like coding, data analysis, and digital marketing.</td><td>General Assembly bootcamp on web development.</td></tr><tr><td>Remote workshops</td><td>Virtual workshops using collaboration tools to engage participants in hands‐on activities from remote locations.</td><td>Adobe Creative Cloud workshops on graphic design techniques.</td></tr><tr><td>Lifelong learning clubs</td><td>Organizations or clubs that facilitate group learning and sharing on diverse topics through scheduled online meetings.</td><td>Virtual book club discussing monthly literature selections.</td></tr><tr><td>Informal</td><td>Social media learning</td><td>Platforms like YouTube, Khan Academy, and Instagram provide tutorials, how‐to videos, and expert content on a wide range of topics.</td><td>YouTube channel providing daily yoga sessions. Khan Academy provides free educational content and interactive exercises in multiple languages.</td></tr><tr><td>Peer‐to‐peer learning</td><td>Forums and online communities (e.g., Reddit, Quora, and Adult Learning Exchange Virtual Community) enable global knowledge and skill exchange among peers.</td><td>Quora Q&A sessions where experts respond to user‐submitted questions.</td></tr><tr><td>Gamification</td><td>Engaging, game‐like educational experiences through apps like Duolingo or interactive software for learning new instruments.</td><td>Duolingo's interactive language learning challenges.</td></tr><tr><td>Interactive eBooks and podcasts</td><td>Digital books and podcasts offering in‐depth knowledge with interactive elements on various subjects.</td><td>Audible's range of audiobooks that include interactive quizzes on nonfiction topics.</td></tr><tr><td>Virtual reality (VR) exploration</td><td>VR used to explore historical sites, anatomy, or science experiments in an immersive way.</td><td>Virtual tour of the Roman Colosseum using Oculus Rift.</td></tr><tr><td>Online hobby groups</td><td>Platforms where enthusiasts gather to share techniques, projects, and feedback on hobbies like photography, knitting, or drone flying.</td><td>Ravelry, a community for knitters and crocheters to share patterns and tips.</td></tr><tr><td>Mobile learning</td><td>Utilization of mobile apps for just‐in‐time learning and on‐the‐go education, such as quick reference guides, language learning, and soft skills development.</td><td>Babbel app for brushing up on French phrases during commute times.</td></tr><tr><td>Augmented reality (AR) apps</td><td>AR applications that overlay information on real‐world settings, enhancing everyday learning experiences, such as star gazing or historical facts about locations.</td><td>Star Walk app for identifying stars and constellations in the night sky.</td></tr></tbody></table> </ephtml> </p> <p>These technological applications within nonformal and informal learning contexts allow learners to successfully navigate modern education's complexities. This strategic approach aligns with the principles of connectivism—emphasizing networks, continuous learning, and the use of digital resources—and ensures a more effective, engaging, and personalized learning experience. When properly utilized, these methodologies adapt to adult learners' goals and schedules, making learning more accessible and applicable.</p> <hd id="AN0181847789-18">The Future of Technology and Adult Learning</hd> <p>The landscape of adult learning in nonformal and informal settings is evolving rapidly, shaped by emerging technologies, societal changes, and growing recognition of lifelong learning's importance. Technological advancements and Artificial Intelligence (AI) are set to shape it profoundly. These tools make learning more accessible, personalized, and integrated into the workflow and daily life, allowing immediate, on‐the‐job training and support. This integration supports just‐in‐time learning and immediate skill application, which can significantly improve performance and productivity.</p> <p>We will focus on seven trends in which technology and AI are transforming adult learning in nonformal and informal settings: (<reflink idref="bib1" id="ref36">1</reflink>) personalization and adaptability; (<reflink idref="bib2" id="ref37">2</reflink>) learning support and engagement; (<reflink idref="bib3" id="ref38">3</reflink>) accessibility and inclusion; (<reflink idref="bib4" id="ref39">4</reflink>) experiential, interactive, and collaborative learning; (<reflink idref="bib5" id="ref40">5</reflink>) community and social learning, (<reflink idref="bib6" id="ref41">6</reflink>) data utilization and credentialing; and (<reflink idref="bib7" id="ref42">7</reflink>) ethical and privacy considerations.</p> <hd id="AN0181847789-19">Personalization and Adaptability</hd> <p>AI‐driven personalization in education tailors learning pathways to individual preferences and career goals, making learning more effective and engaging. Adaptive learning platforms leverage AI to adjust the difficulty level of tasks in real‐time based on the learner's performance, ensuring that each learning session is optimally challenging. Additionally, AI is increasingly used in content generation, creating customized educational content that aligns with the learner's current knowledge and interests, thereby promoting a more focused and efficient learning experience. AI‐powered systems are increasingly integrated into learning platforms to offer personalized learning experiences. These technologies can adapt courses to suit individual learning styles, paces, and preferences. Learners will benefit from highly tailored learning experiences that can enhance retention and engagement. However, this raises questions about data privacy and the ethical use of learner data (Conceição and Hill [<reflink idref="bib8" id="ref43">8</reflink>]).</p> <hd id="AN0181847789-20">Learning Support and Engagement</hd> <p>AI also plays a critical role in supporting and engaging learners through digital mentoring and coaching. These AI systems provide guided learning pathways and offer advice and support through Q&A functionalities, effectively replicating the human mentorship aspect in digital formats (Holmes and Tuomi [<reflink idref="bib16" id="ref44">16</reflink>]). Smart notifications and reminders prompt learners to engage with educational materials consistently to maintain learner engagement. Moreover, social robotics introduces an interactive component, where robots act as tutors and companions in learning, particularly enhancing the experience for those who benefit from more tactile and interactive learning methods (Belpaeme et al. [<reflink idref="bib3" id="ref45">3</reflink>]).</p> <hd id="AN0181847789-21">Accessibility and Inclusion</hd> <p>Technology enhances the accessibility of learning materials by providing remote and flexible access to educational resources, crucial for adults who may have varying schedules or live in remote areas. Real‐time language translation tools (such as Babbel and Duolingo) powered by AI break down language barriers, allowing learners worldwide access to content and interactive experiences regardless of their native language. Augmented reality (AR) technology takes this a step further by overlaying practical instructions onto real‐world tasks, thus aiding in applying new knowledge directly in the learner's environment. Accessibility to various learning resources will expand, enabling learners to access high‐quality education regardless of geographical location. However, this will also require heightened efforts to bridge the digital divide and ensure all learners have the necessary tools and connectivity.</p> <hd id="AN0181847789-22">Experiential, Interactive, and Collaborative Learning</hd> <p>Experiential learning is not new to adult education; however, there is a growing emphasis on experiential learning, where learners engage in simulations, role‐playing, and scenario‐based exercises facilitated through gamification and immersive technologies. Gamified learning environments use game‐like elements to increase motivation and engagement, making learning more enjoyable and effective. Elements like points, badges, leaderboards, and challenges are being integrated into learning platforms (Law [<reflink idref="bib18" id="ref46">18</reflink>]). This trend can lead to higher engagement rates and sustained motivation among learners. However, adult educators and designers may also need to strike a balance to ensure that gamification enhances learning outcomes without overshadowing the educational content.</p> <p>VR and AR are being used more extensively to provide immersive learning experiences that are impossible in traditional learning environments. This includes immersive experiences ideal for complex skill acquisition, such as medical procedures or mechanical repairs, offering hands‐on practice in safe, controlled, simulated environments. This trend is also evident in training for complex interpersonal skills and decision‐making (Brenny and Yelich Biniecki [<reflink idref="bib6" id="ref47">6</reflink>]). Such immersive experiences can enhance learning efficacy by allowing learners to apply theories in practical, real‐world contexts. This requires careful design and implementation to ensure scenarios reflect true‐to‐life challenges. While VR and AR can dramatically enhance the learning experience, the cost of technology and the need for technical expertise can be barriers. There is a need to ensure that such technologies are accessible to all learners, including those with disabilities.</p> <p>Adult learning methods have included collaborative and peer‐to‐peer interactions; however, they are becoming more dynamic, with digital learning platforms and social learning networks gaining popularity. These platforms leverage community knowledge and facilitate shared learning experiences. Such environments promote a culture of sharing and continuous learning, enhancing the learning process's social aspect. They require effective moderation and curation to ensure the quality and relevance of content.</p> <hd id="AN0181847789-23">Community and Social Learning</hd> <p>Technology can significantly enhance community and social learning, enabling learners to leverage social media platforms and virtual communities for peer learning and knowledge sharing (Yelich Biniecki and Hoffhines [<reflink idref="bib30" id="ref48">30</reflink>]). Collaborative learning technologies mimic traditional classroom interactions, even in virtual settings, allowing for group discussions, project collaboration, and peer feedback, thus enriching the learning experience.</p> <p>In addition, technology may enable the creation of global learning communities where individuals from different cultures and backgrounds can learn together and share diverse perspectives. This broadens learners' horizons and fosters global understanding but also requires cultural sensitivity and localization of content to ensure inclusivity and relevance.</p> <hd id="AN0181847789-24">Data Utilization and Credentialing</hd> <p>Big data analytics in education help identify learning trends and adapt content to meet learners' evolving needs. AI systems analyze vast amounts of data to provide actionable insights for content creators. Blockchain technology is increasingly used to verify learning achievements in nonformal and informal settings, providing a secure and immutable record of educational accomplishments, which can be particularly valuable for career advancement (Delgado‐von‐Eitzen, Anido‐Rifón, and Fernández‐Iglesias [<reflink idref="bib10" id="ref49">10</reflink>]).</p> <p>There is a growing trend toward microlearning, which involves short, focused segments of learning designed to meet specific outcomes, and micro‐credentials, which provide certification for these bite‐sized learning experiences (Bonfield et al. [<reflink idref="bib4" id="ref50">4</reflink>]). This approach supports continuous professional development and lifelong learning, allowing individuals to accumulate and document skills in a way that employers recognize. It necessitates a shift in how qualifications are perceived and valued in the labor market.</p> <hd id="AN0181847789-25">Ethical and Privacy Considerations</hd> <p>Finally, using AI and technology in adult learning brings ethical and privacy considerations (Marshall et al. [<reflink idref="bib19" id="ref51">19</reflink>]). It is crucial to address issues related to data security, privacy, and accessibility of AI technologies to ensure equitable learning opportunities do not infringe upon individuals' rights. Organizations must implement robust frameworks to ensure compliance with regulations and ethical standards, which could involve significant resources and restructuring.</p> <p>These trends highlight the dynamic nature of adult learning in nonformal and informal settings, emphasizing the need to remain agile and responsive to opportunities and challenges while using flexible, accessible, and inclusive educational practices that respond to the changing demands of the workforce and society.</p> <hd id="AN0181847789-26">Conclusion</hd> <p>The integration of cutting‐edge technologies in adult learning has transformed educational methodologies and significantly broadened the scope of who can learn, when, and how. By incorporating tools like AI and virtual reality into learning platforms, educators can offer highly personalized and adaptable learning experiences. These technologies facilitate the customization of content and pace according to individual learner profiles, which is particularly beneficial in nonformal and informal learning settings where flexibility is paramount. This democratization of education has fostered a more inclusive learning environment, enabling individuals from diverse backgrounds to pursue personal and professional growth. However, these advancements also bring forth complex challenges requiring careful consideration.</p> <p>The shift toward more technologically enhanced learning environments aligns with contemporary educational theories such as connectivism. This theory advocates for integrating learning with digital and social networks, highlighting the importance of interconnected systems in acquiring knowledge and skills. As such, technology acts not just as a tool for delivering content but as a fundamental component of the learning ecosystem that fosters greater collaboration, communication, and shared learning experiences. This networked approach leverages the collective knowledge of communities, enhancing the relevance and contextuality of learning content, thereby making education more impactful and meaningful.</p> <p>Despite the benefits, adopting digital tools for adult learning presents significant challenges. The digital divide, for instance, can exacerbate social inequalities by creating disparities in technology access. The abundance of online information can also lead to information overload, potentially causing confusion and disengagement among learners. Ethical concerns, particularly regarding the use of AI in educational settings, further necessitate robust discussions and policies to ensure responsible and transparent technology use. The goal is to use technology to respect and enhance the educational journey for all adults, paving the way for a more informed, skilled, and interconnected global community.</p> <p>Looking forward, the adult learning landscape is set to continue evolving, driven by ongoing technological innovations and the changing needs of the global workforce. Therefore, adult educators must remain agile, continuously adapting to these changes while ensuring that educational practices are equitable and inclusive. Emphasizing lifelong learning and continuous professional development will be crucial in preparing adults not just for today's jobs but for adapting to the careers of tomorrow. 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  Data: <searchLink fieldCode="AR" term="%22Simone+C%2E+O%2E+Conceição%22">Simone C. O. Conceição</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6485-1080">0000-0001-6485-1080</externalLink>)<br /><searchLink fieldCode="AR" term="%22Susan+Yelich+Biniecki%22">Susan Yelich Biniecki</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7708-5717">0000-0001-7708-5717</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: This article explores the evolving role of technology in nonformal and informal adult learning settings, guided by the theory of connectivism. It examines how digital platforms, artificial intelligence (AI), and other technological advancements enhance the accessibility, personalization, and efficiency of adult learning. The various educational technologies' benefits, limitations, and strategic applications are discussed, focusing on how they cater to the diverse needs of adult learners. The implications of these technologies on the future of adult learning, mainly through the lens of AI, are analyzed to predict emerging trends and potential challenges in adult education.
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