Instructional Design and Facilitation for Multigenerational Online Learning in Higher Education—Baby Boomers, Generation X, Millennials, and Generation Z

ABSTRACT Nontraditional students represent a substantial number and significant percentage of students in higher education. While these adult learners have similarities, they also span 50+ years with generational differences. At the same time, online learning is on the rise, offering opportunities and challenges for nontraditional students and those who teach them. At the intersection, faculty can leverage generational intelligence and adult education theory for effective instructional design and facilitation in online learning for younger and older adults. Today's online classrooms include baby boomers, Generation X, millennials, and Generation Z, each with distinct historical and cultural influences, characterizations, learning preferences, and experiences and relationships with technology. Relevant adult education theory includes andragogy, self‐directed learning, experiential learning, and self‐efficacy. Informed by intergenerational intelligence and adult education theory, four recommendations for multigenerational or intergenerational online learning are discussed.