Salyers, VinceCarter, LorraineCairns, SteveDurrer, Luke2017-03-072022-05-282022-05-282014Salyers, V., Carter, L., Cairns, S., & Durrer, L. (2014). The use of scaffolding and interactive learning strategies in online courses for working nurses: Implications for adult and online education. The Canadian Journal of University Continuing Education, 40(1). doi:10.21225/D59S3Zhttps://hdl.handle.net/20.500.14078/706This paper reviews the foundational literature of contemporary e-learning, with a focus on scaffolding, instructional design, and engagement. These concepts are then considered in two limited case studies, each involving e-learning and adult learners—in particular, nurse-learners. The first case study describes the use of a scaffolding model called Introduction, Connect, Apply, Reflect, and Extend (ICARE) in e-learning for nursing education. The second is a reflection on the use of engagement strategies for the purposes of discourse and learning in a different online nursing context. Because nursing educators were among the early adopters of e-learning, they are important mentors to others who are adopting e-learning strategies at this time. Additionally, the paper is a crossroads publication: it reminds the reader of the imperative to review theory and emerging evidence related to e-learning and to bring key findings to the actual practice of e-learning in order to benefit the adult student. This commitment to theory and practice will enable the evolution of e-learning for all learners, including returning adult learners and working professionals.296.81 KBPDFenAll Rights Reservedscaffoldinginstructional designinteractionbest practicesengagementadult educatione-learningArticlehttps://doi.org/10.21225/D59S3Z