As traditional classroom settings are transitioning to online environments, teachers now face the challenge of using this medium to promote effective learning strategies, especially when teaching older age groups. Because adult learners bring a different set of understandings and skills to education than younger students, such as more job and life experiences, the one-size-fits-all approach to teaching does not work, thus pushing educators to create a student-centered approach for each learner. The "Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments" is an important resource providing readers with multiple perspectives to approach issues often associated with adult learners in an online environment. This publication highlights current research on topics including, but not limited to, online competency-based education, nontraditional adult learners, virtual classrooms in public universities, and teacher training for online education. This book is a vital reference for online trainers, adult educators, university administrators, researchers, and other academic professionals looking for emerging information on utilizing online classrooms and environments in student-centered adult education. This book contains the following chapters: (1) Making Connections Between E-Learning and Natural Learning (Geoffrey Caine); (2) Integrating Glasser Quality School Concepts Into Online Courses (Patricia A. Robey); (3) Democratic Thinking and Student-Centered Pedagogy: Bringing Equity, Autonomy, and Purpose to Online Learning (William K. Preble and Sharon Locke); (4) Adult Learner-Centered and Scalable Online Competency-Based Education (David E. Leasure, Daniel K. Apple, Amy P. Fulton, and Lucas B. Kavlie); (5) Using Online Programs to Centre Students in the Twenty-First Century (Pedro José Arrifano Tadeu and Carlos Brigas); (6) Arguments Against Online Learning (Dan Patroc); (7) The New Normal: Adult Online Learners (Simona Laurian-Fitzgerald, Carlton J. Fitzgerald, Carmen Alina Popa, and Laura Bochis); (8) Introduction to Online Learning and the Adult Learner (Rosana Stan and Éva Kállay); (9) Adult Learning: From Theory to Practice in the Online Classroom (Reginald Botshabeng Monyai); (10) Mentoring in the Web-Class for Adult Learners (Itumeleng Innocentia Setlhodi); (11) Online Higher Education for Nontraditional Adult Students: Best Cases of Public Universities (Junghwan Kim, Heh Youn Shin, Kim L. Smith, and Jihee Hwang); (12) The Promise of Protocols in the Virtual Classroom: Using Microstructures to Enhance Adult Learning (Harriette Thurber Rasmussen, Amy Baeder, Margaret A. Hunter, and Jane Chadsey); (13) Teachers' Initial Training in Online Working With Students (Adriana Nicu); (14) A Guide to Professional Learning for Secondary Mathematics Teachers (Karen M. Hamond); (15) Learning to Teach Students With Attention Deficit Hyperactivity Disorder: Training Experiences for Teachers (Daniela-Maria Cretu); (16) Collaborative Scientific Writing Between Writing Art and Project Management (Drago? Iliescu, Felicia Veronica Banciu, and Simona Vasilache); (17) Interactive Learning Environments: A Three-Tiered Model Toward Digital Fluency (Margaret A. Hunter and Harriette Thurber Rasmussen); (18) Cooperative Learning and Student Mentors in a Hybrid Teacher Preparation Program (Carmen Alina Popa, Laura Nicoleta Bochis, Simona Laurian-Fitzgerald, and Carlton J. Fitzgerald); (19) Socially Shared Metacognition Among Undergraduate Students During an Online Geology Course (Dan Spencer, Margareta M. Thomson, and Jason P. Jones); (20) Collaborative Learning and Co-Author Students in Online Higher Education: A-REAeduca -- Collaborative Learning and Co-Authors (Ana Nobre and Vasco Nobre); (21) The Application of the Learning Sciences to the Design and Delivery of Student-Centered Learning Activities (Michael D. Hamlin); and (22) An Inquiry Into Creating and Supporting Engagement in Online Courses (Robin Hummel, Genevieve Lowry, Troy Pinkney, and Laura Zadof). (Individual chapters contain references.)