Adult Education and Training Diploma Program
PROGRAM LENGTH:
52 WEEKS | 1040 HOURS
ONLINE ASYNCHRONOUS
THEORY | CAPSTONE | NOC 4021
Program Overview
The Adult Education and Training diploma is designed for individuals who want to teach, train, and support adult learners in post-secondary institutions, workplace training environments, and community-based programs. The program builds a strong foundation in theories and principles of adult learning, instructional design, training needs assessment, and digital learning technologies. Learners gain practical skills in planning, delivering, and evaluating training programs in fully online, asynchronous environments, with a focus on accessibility, inclusivity, and learner engagement. Specialized courses explore reflective practice, coaching and mentoring, and the integration of artificial intelligence in learning design and delivery. The program culminates in a capstone project in which students design and present a comprehensive training program tailored to a specific learner group or organizational context.
Admission Requirements
- University degree or college diploma from an accredited Canadian institution, OR
- Recognized international credential equivalency (ICAS/WES).
Employment Profile
Graduates of the Adult Education and Training program are prepared to support and deliver education and training to adult learners across a variety of settings. They may be involved in facilitating online courses, coordinating training programs, supporting curriculum development, and assisting in the evaluation of learner performance. Work settings may include private career colleges, continuing education departments, corporate training units, community agencies, and not-for-profit organizations delivering employment and skills-development programs. Graduates use learning management systems, authoring tools, and other digital platforms to create, deliver, and assess training that is accessible, engaging, and outcomes-focused. Employers value strong communication skills, digital literacy, adaptability, and a learner-centred approach when working with diverse adult populations.
Sample Occupational Titles
- Adult Education Instructor / Adult Learning Facilitator
- College or Vocational Instructor
- Corporate Trainer / Workplace Learning Facilitator
- Online Course Facilitator / E-Learning Instructor
- Training Coordinator / Learning Support Specialist
Employers:
- Career Colleges and/or Community colleges
- Corporate training and human resources departments
- Community organizations and not-for-profit agencies delivering training programs
- Government-funded employment and skills training initiatives
- Training and consulting firms specializing in e-learning and adult education
Graduates may also apply their skills in freelance or contract roles, designing and facilitating training programs for a range of client organizations.
Key Skills and Competencies
- Theories and principles of adult learning and andragogy
- Instructional design, curriculum development, and competency-based planning
- Training needs assessment and program planning aligned with organizational goals
- Learning technologies, digital learning tools, and LMS-based delivery
- Facilitation skills for virtual and asynchronous environments
- Coaching, mentoring, and reflective practice for ongoing professional growth
- Integration of artificial intelligence in learning design and delivery
Demand Outlook
Demand for adult educators and trainers continues to grow as organizations and institutions expand online learning, upskilling, and professional development initiatives. Private career colleges, community colleges, corporate training departments, and community organizations increasingly seek professionals who can design and deliver high-quality online and hybrid learning experiences. Graduates are prepared for entry-level roles in instructional delivery, training coordination, and education support within post-secondary and workplace learning environments. With experience, individuals may advance into roles such as program coordinator, instructional designer, or lead trainer. The program’s emphasis on digital learning tools and AI in education supports graduates in responding to emerging trends in online and technology-enhanced learning.
Course Descriptions
Theories & Principles of Adult Learning – 100 hours
This course introduces learners to foundational theories of adult learning, including andragogy, transformative learning, and experiential learning. Students explore motivation, cognitive development, and self-directed learning, with emphasis on how these concepts shape adult learners’ engagement and persistence. The course addresses diverse learning styles and inclusive strategies to support learners from different backgrounds and with varying prior experiences. Learners examine real-world scenarios and case studies to see how theory informs instructional decisions in adult education settings. By the end of the course, students can apply adult learning principles to design meaningful learning experiences that are relevant and learner-centred.
Instructional Design & Curriculum Development – 120 hours
This course provides an in-depth introduction to the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) and other instructional design frameworks used in adult education and training. Students learn to create competency-based learning outcomes, align content and assessments with those outcomes, and sequence instruction for clarity and progression. Practical skills such as storyboarding, mapping learning activities to objectives, and developing multimedia learning experiences are emphasized. Learners explore how to design curricula for different delivery formats, with a focus on online and blended learning. By the end of the course, students can develop a structured instructional design plan that can be used to guide full program or course development.
Needs Assessment & Training Program Planning – 120 hours
This course focuses on conducting training needs assessments (TNA) to ensure that learning programs are aligned with organizational or community goals. Students examine various assessment tools and data collection methods, such as surveys, interviews, focus groups, and performance data. They learn to analyze data, identify skill gaps, and prioritize training interventions that address both learner needs and strategic objectives. The course emphasizes the development of clear training objectives and program plans that are evidence-based and outcome-focused. Learners complete a comprehensive needs assessment report and training program proposal, building skills that are directly applicable to real-world training environments.
Learning Technologies & Digital Learning Tools – 120 hours
In this course, students explore the role of technology in supporting adult learning, with a focus on learning management systems (LMS) and e-learning platforms. Learners gain hands-on experience with tools such as Canvas, Articulate 360, and other common digital tools used to create interactive learning experiences. Topics include SCORM compliance, multimedia integration, and strategies for organizing and presenting digital content in ways that support accessibility and engagement. Students design a small-scale e-learning module to apply these concepts in practice. The course prepares graduates to confidently navigate digital learning environments and make informed choices about tools and platforms for instructional delivery.
Training Delivery, Facilitation & Evaluation – 80 hours
This course develops the facilitation and presentation skills needed to deliver effective training sessions in both virtual and in-person settings, with a focus on online environments. Students learn techniques to engage adult learners, structure presentations, and use visual aids and digital tools to enhance understanding. Active learning strategies, questioning techniques, and approaches to managing group dynamics are emphasized. The course also introduces basic concepts in evaluating training sessions and gathering learner feedback. Through practice activities and structured assessments, learners build confidence in delivering clear, organized, and learner-centred training experiences.
Coaching & Mentoring for Workplace Learning – 120 hours
This course examines the roles of coaching and mentoring in supporting learning and development in workplace and educational settings. Students explore different coaching and mentoring models and learn how to design and implement coaching programs aligned with organizational goals. Topics include establishing coaching relationships, developing performance support tools, setting goals, and providing developmental feedback. Learners also examine how mentoring can support career development, leadership growth, and a culture of continuous learning. By the end of the course, students can propose, structure, and evaluate coaching and mentoring initiatives that reinforce formal training programs.
Enhancing Reflective Learning in Higher Education – 120 hours
In this course, students explore reflective learning as a powerful approach to deepening understanding and fostering critical thinking in adult and higher education. Learners study key theories and models of reflection (such as Schön, Kolb, and Gibbs) and apply them to real learning experiences. The course emphasizes strategies for embedding reflection into course design, instructional activities, and assessment practices. Students design reflective learning activities and develop criteria and rubrics for assessing reflective work. The course also addresses challenges and barriers to reflective practice and encourages learners to develop their own reflective habits as emerging educators. Graduates are prepared to integrate reflection into a wide range of disciplines and learning environments.
Adapting Training Delivery for Asynchronous Environments – 120 hours
This course is designed to help educators and trainers adapt traditional training methods for fully asynchronous online environments. Students examine instructional design strategies specific to self-paced learning, including the creation of clear, modular content and structured learning pathways. The course covers the development of multimedia content, discussion activities, and assignments that encourage engagement and interaction even when learners are not online at the same time. Learners design assessment and feedback mechanisms appropriate for asynchronous delivery and apply accessibility and inclusivity principles. By the end of the course, students can design and structure a complete asynchronous training experience that maintains high levels of learner support and accountability.
Integrating Artificial Intelligence in Learning Design and Delivery – 80 hours
This course explores the opportunities and challenges of integrating artificial intelligence (AI) into learning design and delivery. Students review key AI technologies used in education, such as adaptive learning systems, recommendation engines, intelligent tutoring systems, and AI-enabled analytics. Learners examine how AI can support personalization, automate certain instructional design tasks, and enhance learner feedback and support. The course also addresses ethical considerations, data privacy, and the impact of AI on the role of the educator. Through applied activities and case studies, students propose AI-enhanced learning experiences and evaluate the impact of AI tools on learner outcomes and instructional quality.
Capstone Project: Comprehensive Training Program – 60 hours
The capstone project requires students to integrate theories, concepts, and skills from all previous courses into the design of a comprehensive training program for adult learners. Students select a specific learner group or organizational context, conduct a focused needs assessment, and develop a full program plan, including learning outcomes, curriculum structure, learning activities, digital materials, and assessment strategies. They are expected to incorporate adult learning principles, instructional design models, online delivery considerations, and appropriate evaluation methods. The final deliverables typically include a detailed training design document, sample learning materials, and an implementation and evaluation plan. The capstone concludes with a formal presentation or submission that demonstrates professional-level competency in adult education and training.
Asynchronous Learning Expectations
This program includes asynchronous online learning, which offers students the flexibility to access course materials and complete their studies according to their personal schedule each week. Students are expected to commit to 20 hours of structured study per week, which may include readings, multimedia lessons, interactive activities, assessments, and participation in discussion forums. All course content is delivered through the Canvas Learning Management System (LMS), which serves as the central hub for instruction, assignment submission, communication, and academic progress tracking.
Because asynchronous learning is self-paced within each week, students must demonstrate strong self-management skills and a high level of dedication to meet weekly learning objectives. This model requires students to take responsibility for planning when and how they will complete required tasks, without the routine of daily scheduled class sessions. Staying motivated, managing time effectively, and consistently engaging with course activities are essential to academic success in this format.
To ensure accountability and accurate monitoring of participation, students will be required to log and track their learning hours on Canvas. The LMS automatically records activity such as time spent in modules, discussion engagement, assignment submissions, and completion of interactive tasks. This data supports instructors in providing timely guidance and helps verify that students are maintaining their required hours of learning each week.
Through this delivery approach, students gain flexibility while still receiving ongoing support, structure, and facilitator feedback. Asynchronous learning allows full access to resources 24/7, enabling students to review materials as often as needed, build independence, and develop professional habits that are highly valued in the workplace.
Why Choose Oxford College?
Career-Focused Education
All of the diploma programs are designed for long-term careers in high-growth industries, offering you a superior fast-track education.
Expert Instructors
Our faculty consists of experienced and well-trained staff, who will give you industry-relevant knowledge along with your career training.
Modern Facilities
The state-of-the-art classrooms and labs are compliant with industry standards and allow for an emphasis on practical training.
Easy Campus Access
All our six campuses are located along transit hubs making travel easy and conveniences accessible.
Flexible Start Dates
Flexible program start dates allow you to plan and begin your new career training at any time.
Financial Aid
Financial Aid may be available to those who qualify. We have dedicated staff who can assist you with the Financial Aid process.
★ ★ ★ ★ ★
Joining Oxford College was one of the greatest decisions I have made and I feel so fortunate to be one of your students. I’m really enjoying your virtual classes, you are an amazing and inspiring mentor. The style and method of your teaching tells me that I’m on the right track towards my potential career.
Personalized, Lifelong Career Counselling Services
At Oxford College, our support does not end after you graduate. Even after you earn your Diploma, our Career Service Advisors will continue working with you and help you build your career path together, for the long term.
Financial Aid
Many people need extra financial aid to attend school. At Oxford College, we believe that finances should not be a barrier for anyone seeking higher education. That’s why we have many funding programs in place, including OSAP, Second Career, and private student loans, to name a few. We will also collaborate with you to set up manageable monthly payment plans.
Sit down with a Financial Aid Advisor today. They will assess your situation.
And create a funding plan that works for you.
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