In this era of knowledge economy, various fields around the world are involved, and knowledge explosion has become the primary challenge facing them today. Further, knowledge innovation has become the focus of social and organizational development. "When the knowledge economy thrives on the basis of individual learning and critical knowing, this has major implications for organizing work, creating knowledge networks, and promoting professional development." (Kessels & Poell, 2004, p. 149) To accomplish this, learning is essential. Learning does not happen at a particular stage of life, and we cannot expect to learn everything once and for all. There are also no single skills or knowledge that can last a lifetime. Training and education have become linked in one way or another throughout a person's life, the purpose and form of which have to be adjusted according to the needs of the individual at various stages of development. As the social environment changes rapidly and industrial trends are constantly changing, lifelong learning must be integrated into daily life, and the "employees need to develop new skills and adapt to the changing demands of the workplace" (Packer & Sharrar, 2003, p. 334). Various learning activities must be implemented in both individuals and organizations in order to meet development needs.

Workplace learning is imperative to a successful career and involves a process of exploration, selection, and refinement in the promotion and guidance of staff so as to attain the learning objectives of familiarization, specialization, and integration. "The workplace is both a rich context for learning and the main focus for the majority of Human Resource Development (HRD) supported learning and a substantial proportion of continuing professional education (CPE) activities." (Bierema & Eraut, 2004, p. 52) With the rapid advancement of technology and the increasing demand for flexible and accessible learning, the workplace learning landscape has undergone a significant transformation in recent years. A notable development in this area is the development of online learning in workplace. The concept of online learning, also referred to as e-learning or digital learning, refers to the use of digital platforms and resources to deliver educational content and facilitate learning activities.

The workplace has become an ideal setting for online learning since it provides a wealth of activities, collaborations, and knowledge sharing. Organizations are increasingly recognizing the value of integrating online learning into their training and development strategies. This allows them to address the changing needs of their workforce, bridge skill gaps, and cultivate an environment that promotes lifelong learning. Over the past decade, the popularity and acceptance of online learning has grown substantially across many different industries and organizations. It has a number of advantages that make it an attractive option for both employers and employees. Learning online offers unparalleled convenience and flexibility, as individuals can access learning materials anywhere, anytime, thus balancing professional responsibilities while pursuing continuous education. Shiklo also mentioned three benefits of e-learning as well (refer to Figure 1), which are learning process flexibility, management efficiency, and employee engagement.

Figure 1 - Image source: https://www.scnsoft.com/blog/elearning-in-the-workplace

Online learning can also be reusable and provide consistency over a diverse workforce (Egloffstein, 2018). With today's advancements in technology, the transition from formal learning to informal learning is evident. According to Dennen & Wang (2002), “it is likely that informal learning on the Internet will grow in parallel to the technology.” (p. 449).

It is important to note that one of the major advantages of online learning in the workplace is its ability to cater to a variety of learning styles and preferences. The use of multimedia features, interactive modules, and adaptive learning technologies enables online platforms to offer a personalized learning experience that meets the particular needs of each individual. The level of customization enhances engagement and knowledge retention, which results in better learning outcomes. It is also important to point out that online learning in the workplace promotes continuous professional development by providing access to a wide variety of educational resources, including courses, webinars, virtual workshops, and industry-specific content. Regardless of their pace, employees can acquire new skills, expand their knowledge base, and remain informed about the latest advancements in their fields. Additionally, online learning facilitates collaboration among employees and promotes knowledge sharing across geographic boundaries and organizational hierarchies. Employees are able to connect, exchange ideas, and learn from each other through discussion forums, virtual communities, and collaborative projects. In addition to enhancing learning outcomes, this collaborative aspect of online learning fosters a sense of camaraderie within the organization. A further benefit of online learning platforms is that they often offer robust tracking and assessment tools, which allows employers to monitor employees' progress and performance. Through this data-driven approach, organizations can continually improve and refine their learning initiatives, gaining valuable insight into the effectiveness of training programs. Aside from the benefits described above, under online learning in workplace environments employees will also have the ability to take extra time with more challenging material and will be in a safer environment with less pressure than in a traditional classroom setting (Egloffstein, 2018).

In spite of online learning's numerous advantages, its successful implementation in the workplace requires careful planning, effective communication, and ongoing support. The employers need to ensure the availability of reliable technology infrastructure, to provide adequate training and support to their employees, and to establish an environment conducive to engagement and motivation. Thus, online learning is emerging as a powerful tool in workplace learning, revolutionizing the way in which individuals acquire knowledge and skills. As a result of its flexibility, accessibility, and customized approach, it has become an integral part of today's learning and development practices. In the quest to adapt to the demands of the knowledge economy and empower their workforce, organizations are turning to online learning as a versatile and transformative tool.

Workplace learning is inseparable from adult learning. Adult learning has a crucial role to play in workplace learning. Adult learning is a key concept that underpins many basic HRD initiatives, such as performance improvement, continuous quality improvement, knowledge management, organizational learning, change management, learning organizations, and many more (McLean, 2006). Learning in the workplace has become increasingly challenging since we have to interact with people who have backgrounds different from our own and especially with adults who display a variety of learning styles.

Learning by adults is independent and self-directed, unlike learning by children, which is dependent on the teacher's understanding and methods. According to Knowles et al. (2005), “Beginning with the founding of the American Association for Adult Education in 1926 and the provision of substantial funding for research and publications by the Carnegie Corporation of New York, two streams of inquiry are discernible. One stream can be classified as the scientific stream and the other as the artistic or intuitive/reflective stream.” (p. 36). The artistic stream involves intuition and analysis of experience in order to uncover new knowledge, as opposed to the scientific stream that investigates rigorously. Adult learning plays a key role within the artistic streams. “Adult learning is defined as the process of adults gaining knowledge and expertise.” (Knowles et al., 2005, p. 174) Lindeman (1926) also identified five key assumptions about the adult learner that have been validated by later researches and provide the foundation of adult learning theory. These assumptions, along with the core principles of adult learning from the Andragogy In Practice Model (Knowles et al., 1998), which will be used as the educational theory here, are both implicated and engaged in adult learning today include the learner's need to know, the learner's self-concept, the learner's prior experience, the readiness to learn, the orientation to learning, and the motivation to learn. This can also be seen in the Figure 2 below, which has been made and stated by the CFI Team. Adult learning emerged largely from the field of adult education and is comprised of a number of concepts, models, frameworks, and theories that provide a unique look at why, what, and how working adults learn (Yang, 2004).

Figure 2 - Image source: https://corporatefinanceinstitute.com/resources/management/adult-learning-theory/

Relatively, adult education theory is criticized for having varying perspectives across regions, such as Europe and America, highlighting the difficulty of addressing diverse learning needs. Much of the study of andragogy in the US has been influenced by a popularized version, originating with Malcolm Knowles. In Europe the term has generally been used as a societal concept, not only in education (Cooper & Henschke, 2004). Despite differences between European and American versions, it is imperative to study and research both the European and American versions of andragogy in order to gain a deeper understanding of its broad foundation, its theoretical underpinnings, and its practical application. Another critic of adult education theory is associated with the field of HRD. Researchers and professionals in HRD often have different views about adult learning depending on how they define the process' purpose and focus. According to Yang (2004), "the contribution of adult learning theory to HRD theory and practice has never been fully explored." (p. 130). Also, because of diverse backgrounds in the workplace, there cannot be a single theory to explain adult learners (McLean, 2006). It is important for adult learning theory to provide more than just a theoretical framework for HRD, but also to integrate existing concepts and theories. Furthermore, Farley noted that Knowles adult learning theory has limitations (refer to Figure 3), including the fact that it is based on observation and experience only, it does not have a valid measurement tool, the adult experiences may be negative, the assumptions may apply to children, and cultural, racial, gender, or environmental factors have not been considered.

Figure 3 - Image source: https://www.slideserve.com/gita/malcolm-knowles-adult-learning-theory

Nowadays, online learning methodologies have gained significant traction in the workplace, offering a wide range of important concepts that can be effectively incorporated into professional training and development initiatives. According to Rosenbusch (2020), it has become increasingly common in higher education to use a mix of face-to-face and online delivery methods, and more than 86% of traditional residential colleges and universities offer online courses, HRD programs are no exception. The increasing acceptance of online learning underscores the advantages and efficacy of this method of learning.

QCL, an accredited world-class calibration laboratory, and a division of Qualcomm Technologies under Qualcomm Incorporation, calibrates more than 50,000 test equipments annually at its headquarters located in San Diego, California. In order to maintain the proper level of performance output, employees at QCL are required to participate in numerous workplace training sessions throughout the year. As a result of technological advancements, most of these trainings are now conducted through online methods as opposed to traditional face-to-face methods. Through the integration of online learning techniques into the workplace, QCL employees can benefit from technology's benefits, fostering a dynamic and engaging learning environment. As a result, they are able to take advantage of the advantages of digital tools, creating a flexible framework that is accommodating to a variety of learning styles and preferences. Additionally, online learning offers new opportunities for social interaction, facilitating collaborative learning and fostering professional connections. "Online learning is a cultural and political activity that can have long-term consequences for people." (Bennett & McWhorter, 2022, p. 108) Through online learning, QCL employees have the opportunity to engage with different perspectives, share insights, and grow both personally and professionally.

Nevertheless, in my experience working for QCL from 2011 to 2017, the implementation of these ideas in education practice faces many challenges, such as technological infrastructure, training, support, motivation, assessment, and equity issues. Ardichvili (2008) indicates that "lack of technological proficiency, combined with potential aversion to the use of online technology as a communication medium, could be a serious barrier to knowledge sharing." (p. 551). Furthermore, some other challenges associated with online learning in QCL can be found in the article by Edvantic, in which 12 distinct challenges (refer to Figure 4) are highlighted by learners in online settings, including time management, adaptability, course design, lesson planning, and student engagement. For instance, as time management skills vary from individual to individual, some employees at QCL are unable to manage their time effectively and are forced to work overtime to complete the online learning program; there are some QCL employees who are not able to adapt to the new trend of online learning and rely heavily on face-to-face instruction; there is also a lack of competent instructional designers for the development of courses and lesson plans, which will result in an insufficient engagement rate for online learning in the QCL.

Figure 4 - Image source: https://www.edvantic.com/blog/learning-blues-the-key-challenges-and-solutions-for-online-education

Thus, Qualcomm's HRD must proactively address these challenges in order to ensure the successful integration of online learning in the workplace, in this case QCL. As part of this process, an effective instructional design can foster motivation and engagement, provide comprehensive training and support for employees, and address challenges pertaining to ensuring that all employees are able to access online learning opportunities, including QCL employees in this instance.

The Learner's Need to Know

Adults need to know why before participating in learning activities. Knowles et al. (2005) indicated that adults ought to engage in collaborative planning process prior to engaging in learning, a standard premise now widely accepted. QCL employees realize the importance of learning as a result of the competition needed to keep up with the demands of the workplace, but they need to know what they have already learned in the subject area they have covered and what they still need to learn. They "discover for themselves the gaps between where they are now and where they want to be" (Knowles et al., 2005, p. 65). As time progresses, they will participate in online training courses, especially those offered from workplace, to increase their knowledge and skills. When adults attempt to learn something on their own, they are more likely to spend considerable energy and time investigating the benefits of learning it and the consequences of not learning it (Tough, 1979). Online training courses at the QCL must include goals and objectives, which describe what employees will learn and what they will be able to accomplish with the knowledge they gain because these could actually change QCL employees’ attitude toward the learning.

The Learner's Self-Concept

In adult learning, including self-directed learning, the self-concept of the learner is paramount. Adults have a deep need to be self-directing (Lindeman, 1926). Self-directed learning is “a process of learning in which people take the primary initiative for planning, carrying out, and evaluating their own learning experiences” (Merriam & Caffarella, 1999, p. 293). Providing employees with a self-directed learning environment at QCL will increase their level of assimilation of the training. A self-directed learning model promotes learner-centered and controlled learning activities (Yang, 2004). Qualcomm offers a variety of online training courses at the organization's training center so that QCL employees are able to choose the course that based on their own schedules and preferences. Most of those training courses contain the online self-study or delivery in a hybrid setting, which conform to the self-teaching and the autodidaxy "conceptions of self-directed learning prevalent in the literature" (Knowles et al., 2005, p. 185).  Furthermore, self-directed learning within online learning in workplace can stimulate learning motivation, improve adaptability to change, improve learning flexibility, be easier to understand learning effects, and can cost-effectively be conducted in the workplace. It has also been noted in an article by eLeap "Help Employees Thrive with Self-Directed Learning in the Remote Workplace" (refer to Figure 5) that self-concept remote learning can improve employee engagement, increase information retention, and re-orient organizations' learning and development strategies to meet contemporary demands.

Figure 5 - Image source: https://www.eleapsoftware.com/help-employees-thrive-with-self-directed-learning-in-the-remote-workplace/

The Learner's Prior Experience

A learner's prior experience is an important factor for online learning in workplace. There are a wide range of individual differences between QCL employees with regard to their backgrounds, learning styles, motivations, interests, and needs. Online workplace training sessions should include discussion sections, simulations, problem-solving activities, or case studies that enhance employees' learning effectiveness. The prior knowledge and experience will influence the learning, which undoubtedly have dual meanings for adult learners, the positive and the negative. From the positive perspective, the prior knowledge and experience will help QCL employees to understand and grasp the existing learning content. According to Argyris and Schon (1974), employees who have prior experiences and values allow them to respond automatically during training, whereas double-looped learning involves learning from new experiences or schema that do not align with prior knowledge. On the contrary, the negative aspects can make prior knowledge and experience a barrier to further learning. QCL employees often use their prior experience to guide their learning activities. In Rummelhart and Norman (1976), the restructuring, one of the three different modes of learning in relation to schema, implies the creation of new schema, and is the most difficult mode of learning for most adults. As some online training materials will be updated on a specific schedule, but are not entirely new to QCL employees, learning biases may develop that hinder or shape new learning as well as limit QCL employees to "familiar ways of thinking and acting" (Senge, 1990, p. 174).

The Readiness to Learn

Adults are ready to learn what they need to know to cope with the situations they face in daily life. At QCL, new skills and knowledge must be learned all the time since there is no such thing as omnipotence within human beings. QCL employees who are ready to learn can also benefit from online learning at work due to its flexibility and efficiency. To meet the performance goals at work that provides QCL employees with the strongest and most relevant reasons for learning. In another words, QCL employees are most likely to be interested in learning new skills and knowledge that directly relate to their lives and works. Rather, learning becomes significantly less engaging if QCL employees cannot see how what they are learning is relevant or useful in their lives or workplace. “Adults become ready to learn those things they need to know and be able to do in order to cope effectively with their real-life situations. An especially rich source of readiness to learn is the developmental tasks associated with moving from one developmental stage to the next." (Knowles et al., 2005, p. 67). As Danielsen (refer to Figure 6) concludes, readiness to learn is characterized by traits such as resilience, collaboration, reflection, and active engagement. 

Figure 6 - Image source: https://slideplayer.com/slide/16446085/

The Orientation to Learning

The orientation to learning for adults is life-centered, "therefore, the appropriate units for organizing adult learning are life situations, not subjects” (Knowles et al., 2005, p. 40). A major objective of adult learning is to facilitate the application of learning to real-world problems. QCL employees will be motivated to learn at the workplace if they perceive the learning as useful for helping them complete work tasks or solve work-related problems. Further, adult learners also have a strong desire to learn about the issues of everyday life and solve them through learning. According to Lindeman (1926), "every adult person finds himself in specific situations with respect to his work, his recreation, his family-life, his community-life." (pp. 8 - 9). In a workplace online training section, QCL employees are particularly concerned with the significance and usefulness of the learning content, and if the trainer emphasizes the importance of learning before the course begins, the QCL employees' enthusiasm and the effectiveness of the training will be greatly enhanced. 

The Motivation to Learn

Motivation to learn is a vital component for online learning in workplace. Learning motivation determines whether and what a learner wants to learn and the degree of effort necessary to learn. The majority of QCL employees are “responsive to some external motivators” (Knowles et al., 2005, p. 68) in their workplace, such as job promotions and salary increases, which make the motivation for them to learn. According to the expectancy theory proposed by Vroom (1995), an individual's motivation is the result of the interactions between three different factors, which are the valence, the instrumentality, and the expectation. With regards to valence, QCL employees will know their values after the effort of learning and elevating. In terms of the instrumentality, QCL employees will be able to find out the probability of the value outcome being received after the effort of learning and improving. As for the expectancy, QCL employees believe that certain efforts will lead to outcomes that get rewarded, which are the job promotions, and the increases in salary. "They will need to be motivated by ends which are either exterior or in opposition to the incentives which lead to pecuniary success." (Lindeman, 1926, p.51). In addition to external motivators, "the most potent motivators are internal pressures." (Knowles et al., 2005, p. 68). Thais also discusses motivational factors in the context of online learning, including both external and internal factors, and introduces a motivational model, which includes the attention, relevance, confidence, and the satisfaction (refer to Figure 7).

Figure 7 - Image source: https://mylove4learning.com/motivation-in-elearning-understanding-the-adult-learner/

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