When the current theories concerning the education of adults are compared with the cognitive apprenticeship approach of Collins et al. (1989), a number of similarities become apparent. These similarities are especially pronounced in relation to the content, methods, sequence and social context of the learning process. This cognitive apprenticeship approach is considered appropriate for implementation on the computer (Collins 1991). Taken together, these two aspects of the cognitive apprenticeship approach demonstrate the possibility of using this approach to develop computer‐aided learning programs for adults, which, in turn, may contribute to the research on design rules for CAL for this group.