Adult learning is a lifelong process whereby knowledge is formed through the transformation of adults' experience. Research on online adult learning has been on the rise in recent years, thanks to the innovative opportunities provided to adults by digital technologies. Online communities of practice (OCOPs) a one of such opportunities, which offer the potential to bring geographically dispersed adult learners together through a common interest. Despite an increased growth in the use of OCOPs by adults in various professional sectors, there is still a lack of understanding of the characteristics of online adult learning in OCOPs, and the facilitators and hinderers influencing engagement in these communities. This paper presents a comprehensive synthesis of research literature on online adult learning in OCOPs to understand its characteristics and what may facilitate or hinder adults' engagement in these communities. A review has been conducted using a systematic, rigorous and standard procedure, aiming to summarise and synthesise existing research on the topic and to provide analytical criticism. In total, thirty-seven studies were included in this review. Findings revealed that members of OCOPs are independent, experience-centred, problem-centred, self-motivated, goal-oriented, and lifelong learners with the purpose to achieve professional outcomes. Moreover, the results revealed how the engagement of adults in OCOPs could lead to improving learning processes. Findings also showed that the level of engagement is influenced by aging, fatigue caused by a busy life, resistance process due to learning new technologies, lack of personal evolution, interactive learning settings, motivation, self-regulation and competition factors. This study revealed facilitators and hinderers of engagement in OCOPs. The study extended andragogy to digital environments and contributes to the theory by making sense of characteristic of adult learning in OCOPs.

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在线实践社区中的成人学习：系统评价

成人学习是一个终生的过程，知识是通过成人经验的转化而形成的。由于数字技术为成年人提供了创新机会，近年来对在线成人学习的研究呈上升趋势。在线实践社区 (OCOP) 是此类机会之一，它提供了通过共同兴趣将地理上分散的成人学习者聚集在一起的潜力。尽管各个专业领域的成年人使用 OCOP 的情况有所增加，但仍然缺乏对 OCOP 中在线成人学习的特征以及影响这些社区参与的促进因素和阻碍因素的了解。本文综合综合了关于 OCOP 中在线成人学习的研究文献，以了解其特征以及可能促进或阻碍成人参与这些社区的因素。使用系统、严格和标准的程序进行了审查，旨在总结和综合有关该主题的现有研究并提供分析性批评。本综述总共纳入了 37 项研究。调查结果显示，OCOP 的成员是独立的、以经验为中心、以问题为中心、自我激励、以目标为导向和以实现专业成果为目的的终身学习者。此外，结果还揭示了成人参与 OCOP 是如何改善学习过程的。调查结果还表明，参与程度受老龄化的影响，忙碌生活造成的疲劳，学习新技术的阻力过程，缺乏个人进化，互动学习环境，动机，自我调节和竞争因素。这项研究揭示了参与 OCOP 的促进因素和阻碍因素。该研究将男性学扩展到数字环境，并通过理解 OCOP 中成人学习的特征来为该理论做出贡献。