Editor’s note: This article is part of Teaching the Adult Learner: Practical Strategies for Higher Ed Success, a six-part series exploring how colleges can better support nontraditional students. Drawing on classroom-tested practices with adult learners in Human Services programs, the series offers faculty and administrators concrete strategies to build confidence, foster engagement, and connect coursework to real-world impact. The series publishes weekly on Mondays.
For many faculty, the Learning Management System (LMS) is simply a place to upload syllabi and assignments. But for adult learners, who often study late at night after work or in short bursts between family responsibilities, the LMS is much more: it’s their classroom, roadmap, and safety net.
When designed with intention, the LMS becomes a powerful tool for building student success. When neglected, it becomes a barrier that confuses, frustrates, and disengages learners.
Structure as support
On Brightspace, which we use at the College of Westchester (CW), I organize my Human Services courses into weekly modules that mirror our sessions. Each includes:
- A clear overview of goals.
- Slides with speaker notes.
- Assignments with rubrics.
- Discussion prompts.
- Supplementary resources.
This consistency allows students to navigate without guesswork. They know exactly where to find what they need, reducing cognitive load and freeing them to focus on learning.
Building bridges to the workplace
The LMS can also connect academic content directly to professional contexts. For instance, when students design surveys, I create Brightspace forums where they pilot their questions on peers before applying them in their workplaces.
Discussion boards become spaces where adult learners share workplace scenarios and connect them to theory. A student might post about client confidentiality in a Human Services setting, sparking a conversation that links course ethics content to real-world dilemmas.
Accessibility and equity
Adult learners include many first-generation students, English language learners, and students with disabilities. Thoughtful LMS design ensures equity:
- Captioned videos for accessibility.
- Downloadable PDFs for learners with limited internet access.
- Mobile-friendly layouts for those relying on phones.
In other words, the LMS isn’t just about technology–it’s about access.
Takeaways for faculty and administrators
- Design intentionally. An organized LMS reduces barriers and builds confidence.
- Make it relevant. Use digital tools to connect assignments to real-world practice.
- Prioritize equity. Accessible design ensures all students can participate fully.
Closing reflection
When adult learners see the LMS not as a maze, but as a bridge, they engage more deeply. And when colleges invest in thoughtful LMS design, they send a powerful message: We value your time, your success, and your future.
Next in the series: Part 5, Making Research Relevant: Teaching Human Services Students to See Themselves as Knowledge Builders.
Find Part 1 here.
Find Part 2 here.
Find Part 3 here.
Timothy Montalvo is a middle school educator and leader passionate about leveraging technology to enhance student learning. He serves as Assistant Principal at Fox Lane Middle School in Westchester, NY, and teaches education courses as an adjunct professor at Iona University and the College of Westchester. Montalvo focuses on preparing students to be informed, active citizens in a digital world and shares insights on Twitter/X @MrMontalvoEDU or on BlueSky @montalvoedu.bsky.social.
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