Operationalising care in adult online learning: The STEPS conceptual framework for translating theory into practice

Abstract

Adult learners often pursue higher education while managing employment, caregiving duties, financial pressures, and other competing demands. Although extensive research has identified factors related to learner engagement, persistence, and success in online settings, faculty frequently receive limited guidance on how to apply these theoretical principles consistently in their teaching. This conceptual framework paper aims to bridge that theory–practice gap by creating a practitioner-focused implementation framework for adult online learning. The paper introduces the See the whole student, Teach with clarity, Engage with humility, Provide timely support, and Sustain hope (STEPS) framework as a conceptual and practical model designed to implement established principles of effective online teaching. STEPS was developed through an integrative conceptual synthesis and design-based approach rather than as a systematic literature review or an empirical validation study. Drawing from the Community of Inquiry, andragogy, transactional distance theory, pedagogies of care, and adult learner persistence scholarship, this paper explains the theoretical bases of each dimension, highlights observable teaching practices linked to each component, and clarifies the framework’s intended purpose. The value of STEPS lies not in proposing a new learning theory but in translating existing research into a clear, actionable structure for faculty, instructional designers, faculty developers, and scholar-practitioners supporting adult online learners. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.