This thesis is concerned with an exploration of the experiences of older workers in online learning, with a view to identifying issues they face and thereby informing strategies for appropriate support. There is a fiscal imperative shared by many industrialised nations, including Australia, to increase the workforce participation of older workers, often requiring a consideration of the changing nature of work due to influences such as globalisation and the rise of the knowledge economy. Within this setting, there is a need for many older workers to further develop their knowledge and skills and for the provision of associated learning opportunities to be inviting and inclusive. However, learning opportunities within industrialised nations increasingly involve engagement with online learning, which current older workers may experience as novices, or with which they may be unfamiliar and which, thereby, present barriers to their learning. Based on an identified gap in the literature, an empirical research study was conducted to explore the experiences of a cohort of older workers in undergraduate online learning, with a view to understanding, from their own perspective, the issues they may face. The study used interpretive phenomenological analysis (IPA) as a method particularly suited to researching in unexplored territory and one which enables the development of a deep understanding of a phenomenon. A pilot study of two older adult learners contributed to a refinement of the data gathering and analysis processes. The participants in the main study consisted of 10 older workers, 5 men and 5 women, being 45 years of age and older, who were each participating in undergraduate courses towards Bachelor degree qualifications in education and training provided by an Australian university