problems of online education

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7 top challenges with online learning for students (and solutions), share this article.

We'll discuss the biggest challenges of online learning and possible solutions to these problems to create a more impactful experience for students.

We live in a world where anything and everything you could ever want to know is ~ literally ~ at your fingertips. Thanks to the internet and the rapid growth of technology, online learning has never been more popular and effective. 

While there are some great perks associated with online learning, such as accessibility, flexibility, and affordability, that’s not to say that online learning doesn’t come with its downsides… online learning can be challenging to get accustomed to at first, and there are some obstacles that come with the territory. 

In this blog we will go into depth on the different problems encountered in online learning, and provide valuable solutions for the problems faced by students in online classes. This way, if you’re a teacher, you’ll know how to support students who are struggling. And if you’re a student, you’ll know what to do when you face challenges with online learning. 

Continue reading or jump ahead: 

• Types of online learning  

Synchronous learning

Asynchronous learning, microlearning, mobile learning (m learning).

• Gamification  
• Isolation  
• Lack of motivation 

Time management 

Distractions .

• Technical issues  
• Communication 

Personal barriers 

Overview of top solutions to overcome online learning challenges.

Check out: Thinkific Online Learning Trends 2024

What is online learning?

Before we dive into all of the problems faced by students in online classes, let’s go over exactly what online learning consists of, and break down the different types of online learning out there. 

Online learning – also commonly referred to as eLearning – has rapidly grown in popularity over the past few years, and eLearning is essentially any kind of learning you can do from your own device and an internet connection. The best part is that you can be anywhere in the world while learning online. 

Online learning has earned its seat in the education industry as it provides more accessibility and flexibility for students, allowing them to choose a learning style that works best for them. It can also be more cost efficient for both students and teachers, cutting back on the overhead expenses that are associated with in-person learning. 

Think of online learning as an umbrella term for all of the different types of eLearning out there. There are multiple ways in which you can learn or teach online, and there is no one right way to approach online education. 

Below we have listed some of the most common forms of online learning that are currently being offered. 

Types of online learning 

First off, there are two ways in which you can consume information online: asynchronous or synchronous learning. 

Asynchronous online learning involves a self-paced learning environment where learners can access the course material and complete assignments at any time and from any place in the world. This is a major appeal for most people when it comes to online learning. 

On the other hand, synchronous online learning is an interactive and live teaching style that mimics in-person instruction, and uses real-time participation and active discussions to facilitate learning goals, regardless of location. This is very similar to learning in-person, however with the added convenience of not having to leave your bed if you don’t wish to!   

Here are some other common forms of online learning: 

• Microlearning – Short-form lessons that mainly involve bite-sized, digestible content. The goal of microlearning is to focus on learning core concepts and theories, while consuming this information within 5 and 10 minutes for better understanding. This style of eLearning weeds out the fluff and unnecessary details, so that students can grasp key points more efficiently.   
• Mobile learning (M Learning) – The use of mobile technology like smartphones to facilitate  educational purposes. With M Learning,  students are able to learn on-the-go through videos, podcasts, and bite-sized lessons. Students are more likely to take up M Learning as it is flexible and convenient, and it’s easy to form a habit or routine this way. 
• Gamification – Involves the use of game elements in the learning process. Examples of this include point systems, leaderboards, and rewards to incentivize learning. This style boots student engagement and creates an immersive environment where learning doesn’t have to feel like a chore. 

Related: The Advantages and Disadvantages of Learning in Online Classes in 2023

Top challenges with online learning 

Now that we’ve covered our basis and explored the various types of online learning, let’s go deeper into some of the challenges faced with these specific modalities of eLearning. 

While distance education and short-form learning techniques have lowered costs, increased flexibility, and reduced the need for physical infrastructure for both students and teachers, it does not come without its downsides. Listed below are some common challenges with online learning. 

Synchronous learning is great for student participation, however there are some key challenges that are worth noting. This particular online learning style closely mimics in-person lectures, so for those who learn best in-person, this is your next best option as there is an emphasis on live lectures and student participation. 

However, synchronous courses don’t always have the flexibility that is often desired when it comes to online learning. In fact, it can be tough for those in different timezones to engage with this type of eLearning. It can also be difficult for some students to find a quiet and private environment to be fully engaged with lectures. As well, if there are any internet troubles, then you are potentially missing out on valuable class time, especially if lectures aren’t recorded.  

Asynchronous classes can be very similar to synchronous learning, just without the live “in-person” component. While there are deadlines and due dates to meet, students have more flexibility with how and when they learn, and can allocate their time in a way that works with their schedule. 

The top problem with asynchronous learning is the lack of personal interactions and peer-to-peer support. Another big challenge is that it can be tough to receive immediate instructor feedback or help – there will most likely be a d elay before an instructor can respond to a query, which negatively impacts the learning experience. Asynchronous courses are also known for having a lack of structure, which can make learning confusing and unmotivating for students.

Microlearning caters to those looking to quickly grasp the concept of a subject, and is generally for learners with limited time. Due to this time constraint, it is challenging to learn complex problems or skill development with microlearning. This limits microlearning to only a few concepts, or more of a surface-level learning experience. 

Microlearning also runs a high risk of fragmented learning if the course is not managed correctly, which can be frustrating for learners. Because of this, it can sometimes be a struggle to keep track of student success and progress with microlearning. 

Worldwide, there are approximately 6.94 billion smartphones – which means that M Learning is only increasing in popularity. The ability to learn from your smartphone is a huge breakthrough in the online learning industry, however there are some noteworthy challenges with this learning style. 

A major challenge is content compatibility. Most times, content created for eLearning doesn’t always smoothly transfer over to mobile devices, affecting both the student and instructor. In this case, content has to be refurbished or recreated so mobile learners can access it properly, which can be very time-consuming.  

Other challenges include small screens, difficulty reading text, and learner retention. M Learning typically produces ultra-short-form content, also making it difficult to learn in-depth concepts. 

Gamification 

Gamification learning uses play for educational goals, and many smartphone apps have mastered the art of game-based learning. While this is a fantastic short-form learning technique that is rapidly growing, some challenges include it being seen as “mandatory fun,” difficulty boosting user engagement, and misaligned motivation to earn rewards instead of retaining core concepts. 

Gamification can also be prone to technological issues such as accessibility, usability, and reliability – which can easily deter potential learners. 

Related: Top Advantages and Disadvantages of Mobile Learning

Problems faced by students in online classes

Now that we’ve gone over some of the problems encountered in online learning, let’s switch gears to the more specific problems faced by students in online classes. 

Noting these challenges will be beneficial for both students and teachers, which is why we will also provide some key solutions to overcome these challenges with online learning. 

Listed below are some of the most common challenges (and solutions) with online learning that students face: 

Humans, by nature, are social animals. One of the biggest obstacles to overcome with online learning is isolation – it can be incredibly lonely to enroll in an online course, and students can often feel disconnected from their peers and instructors. Although students sometimes get to interact with their classmates over Zoom or Google Meet, it is not the same as physical interaction.  

Feeling isolated can lead to students feeling disconnected from class, and they may not engage the way they normally would in an in-person setting. This is especially prevalent with asynchronous learning, where there is even less of a chance to interact with other students.

It’s easy to get frustrated when you can’t talk to your teachers and classmates face-to-face and voice the concerns you have immediately. However, there are things you can do to power through, including:  

• Find out if your course has a student support system in place. Some online courses have advisors who guide and support students throughout the duration of their online program .
• Check if your course offers networking opportunities for students. Some courses allow students to interact with their peers via chats and forums. It’s similar to interacting with classmates in a physical class, except it requires a little more effort to reach out. 
• Interact with your teachers and classmates during your online classes as much as possible. You can do this through social media outlets like Facebook groups and WhatsApp, email chat rooms, and classroom forums. To facilitate more interactions, be sure to ask lots of questions, organize group projects, and participate in discussions with your peers.

Combating isolation with online learning will take some effort on the students’ behalf, however once you’ve laid the foundation of pushing yourself out of your comfort zone to communicate with others, the rest will be easy! 

Online instructors, you can also help students overcome feelings of isolation by creating group projects and encouraging classmate interactions. As well, try to make yourself available at certain hours for students who want to reach you.

Lack of motivation

Feeling isolated also trickles into our next big problem that online students face, which is a lack of motivation to participate. Lack of motivation is a common issue amongst students. It requires a significant amount of self-discipline to learn online, and this is often a skill that needs to be consistently worked on. 

Due to a lack of face-to-face interaction, some students find it hard to focus during online classes. The physical absence of teachers or classmates takes away the sense of urgency to attend classes on time, meet deadlines, and make progress. This could lead to procrastination and declining grades. 

Staring at a screen for hours on end – even outside of online classes – can also deter learners from attending classes and completing their coursework in a timely manner. Learning online is not always as exciting as in-person lessons, so it can take a while to adjust. 

Here are some ways that students can increase their motivation to learn online and succeed academically: 

• Set realistic short-term and long-term goals to help stay on track with classes, assignments, and projects. To-do lists are great reminders for meeting deadlines, and crossing activities off a to-do list can be highly motivating.
• Reach out to a classmate (this also helps combating isolation) and hold each other accountable for attending online lectures, completing coursework, and finishing assignments and projects. 
• Practicing positive affirmations will help increase your motivation and drive to succeed with online learning. Giving yourself short pep-talk to affirm that you can do whatever you set your mind to will help keep you on track during tough times. 
• Regularly participating in class can provide a sense of belonging that keeps you motivated to continue learning. Ask questions, share your opinions, and engage in healthy debate. 

Teachers can also incorporate gamification in their online courses to motivate their students to attend and participate during online classes.

It’s hard enough to juggle your normal day-to-day activities without being a student. Adding online learning into the mix can make it even more of a challenge to navigate all these responsibilities. 

While online learning provides students with unparalleled flexibility to do other activities, the tradeoff is being able to manage your time in a responsible and effective manner. It can be extremely easy to fall into the habit of letting things slip, and before you know it you’ll be struggling to keep up with your online course. 

Time management is an important skill that helps students stay focused and disciplined – keeping your priorities in line will help you not only with online courses, but in all aspects of your life. 

Here are some ways to manage your time better for online classes: 

• Set a schedule and stick to it. This will help build discipline and keep yourself accountable. Make sure to include lots of mini breaks so that you don’t exhaust yourself!
• Create a priorities list, and work from most to least important. With time, this habit will increase your overall productivity.
• Set early deadlines so that you’re not scrambling to stay on top of your assignments. 
• Break tasks into smaller chunks instead of trying to complete them all at once. Trust us, your brain will thank you!

Teachers can also try to make it a priority to check-in on students, especially with asynchronous learning.  

We all know how easy it is to become distracted, nevermind learning online at home with ALL the distractions that you could ever imagine present! It takes some serious dedication and commitment to work successfully from the comfort of your own space. 

Along with in-person distractions, such as your TV, bed, making food, or roommates, there are also online distractions to be wary of. As wonderful as the internet is for learning purposes, it also comes with constant notifications from blogs, videos, and social media platforms. This can easily distract students from their classes and assignments, and it’s dangerous territory for falling into that rabbithole of mindless scrolling. 

If you’re getting distracted by your surroundings or procrastinating with social media, here are some things you can do to focus: 

• Dedicate a quiet area of your home that is free of distractions. This will help focus your mindset on the task at hand, which are your online classes. 
• Turn on social media blockers during classes and when you are working on assignments .
• Tell people around you about your daily schedule. You become more accountable when you tell others about your commitments and plans. Think of these people like human alarm clocks. 
• Leave your phone (and any other distractions) in a different room while you complete your coursework. You will feel less compelled to procrastinate, leaving you with a more efficient study sesh. 

If you are an instructor, you can help combat any learning distractions by using a dynamic learning design to make classes engaging for students . Encouraging your students to build things, take surveys, and have debates can help them concentrate more on their studies.

Technical issues 

Technical issues are the culprit of disengagement for online learning. Learning online requires teachers and students to understand how to use multiple forms of technology – some of which have steep learning curves.

From low internet bandwidth, spotty reception, and video glitches (to name a few), these issues disrupt the flow of learning and make it a tedious task.

With online learning, students need to find proactive ways to become their own IT department, as technological assistance may not always be available right away. 

To reduce technical issues that students and teachers experience during online classes, here’s some preventative measures to take: 

• Before enrolling in an online class, students should check if they have access to the necessary technology they need to succeed at home. If they don’t, they should check if the school offers technical help (via phone, email, and live chat) to online students.
• When attending online classes, students and teachers should use a high-quality internet service provider (ISP) for fast connection. If they don’t have access to a good ISP at home, they can use free Wi-Fi at a public library or coffee shop nearby. 
• As an online student, search engines are your best friend! More often than not, you can find the answer to your tech problem by plugging your question into Google. 

Teachers should provide a comprehensive guide that contains IT information and digital literacy guidelines to streamline the process for students if something goes wrong. It’s also very helpful for teachers to record class sessions in case some students miss lectures due to tech issues.

Communication

It can be more challenging for students to communicate with their peers and instructor in an online environment. Learning online doesn’t come with the option to walk up to the teacher after class (unless your instructor allows questions in synchronous classes), so students can feel more alone if they are confused. 

Even when a student asks a question online, they might not receive a response right away depending on the availability and timezone of their instructor. 

• Most of the time, the answers will be in the student syllabus. Make sure you carefully go over the course outline, as you may have missed the answer you are looking for. 
• Post your questions in student groups. Chances are, one of your peers will be able to help you out, especially if they’ve already asked the same question or have taken the course before. 
• Take advantage of online office hours if the teacher provides them. Then you know an exact time for when your instructor can provide assistance. 

As a teacher, you will want to be proactive when planning your course. Be sure to provide you students with an in-depth outline of the course that covers common questions and solutions. This will help in the long run, so you don’t have a herd of students banging on your virtual door looking for answers!

Some students may have problems with online classes due to learning difficulties or disabilities. Students with dyslexia, autism, poor vision, hearing impairment, and other disabilities need extra attention to succeed academically. 

Online learning is praised for its adaptability and inclusivity, which means that if you inquire about accommodations, the course creator or institution could most likely work with you to improve usability. 

As an instructor, here are some ways you can make your online course more universally accessible to all learners, including those with learning disabilities: 

• Include captions to your audio and video content for students with hearing impairments.
• Have voice-over descriptions of text and images.
• Provide alternative learning options like keyboard shortcuts for certain exercises.
• Use AI-powered personal assistants for students with special needs.
• Hold extra office hours for those who need extra assistance.
• Offer assignment extensions.

Related: The Most Common Barriers to Learning – And How to Overcome Them

Since we’ve covered A LOT of information in this post on how to overcome challenges with online learning, here is a summary of the most important takeaways: 

• Practice self-discipline by creating an online learning schedule 
• Connect with classmates to motivate each other 
• Increase motivation by practicing good online study habits 
• Take study breaks to avoid burnout and lower screen-time levels 
• Dedicate a quiet study space with no distractions
• Be proactive when looking for answers – but don’t be shy when asking questions
• Set early deadlines to stay on top of assignments 
• Become familiar with online support systems in place 

There you have it! A complete overview of the top challenges with online learning, and how to effectively manage these obstacles.

We hope you are able to implement these solutions into your online learning journey, and embrace online education with confidence. 

If you’re an online creator looking to break into the lucrative industry of online teaching, try Thinkific today. 

This blog was originally published in August 2022, it’s since been updated in April 2024 to become even more useful.

Highly creative and curious about life, Megan is a blog writer and content creator who loves to inspire and uplift people with the written word. During her free time she is an avid yogi, travel junkie, beach enthusiast, and reader.

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8 common challenges of online learning (and how to solve them)

The growth of online learning in recent years can only be described as explosive. Fueled by advances in technology, cost-cutting initiatives, and above all, the transition to remote work during the COVID-19 pandemic, online learning has become the norm. 

But it isn’t without its challenges. As more organizations experiment with new approaches to online learning, missteps are to be expected. 

The technical challenges of online learning

Many of the problems with online learning are technical in nature, related to the delivery of programs to learners in various locations. Below, we’ll dive into a few of the most common and share practical solutions. 

1. Internet access

Many organizations have a geographically diverse workforce but in some parts of the country, particularly rural communities, Internet access can be problematic. The digital divide is not only geographic, but socioeconomic as well. It affects approximately 43 million Americans. 

Even when there is Internet access, bandwidth and speed can be limited, which makes file transfer and page loading speeds excruciatingly slow. When online learning programs are produced in-house, IT and learning design staff can work together to find the right balance between file size and quality. As a workaround, large files may need to be compressed. 

2. Compatibility

Compatibility is another one of the most common challenges of online learning. Compatibility issues arise when learners in various locations use devices with different operating systems. Devices from the same manufacturer may run on different versions of the same operating system, as well. This can be problematic when trying to identify the range of devices that must be accommodated.

From a development perspective, try to ensure the broadest possible compatibility. This may require surveying employees to determine which devices they’ll use for online learning. Organizations can also choose to issue laptops, tablets, or smartphones to streamline compatibility.

3. Accessibility

Employees with certain disabilities or special needs may not benefit from online learning unless programs provide appropriate accommodations. This is not only the right thing to do, but it is also mandatory from a legal standpoint. 

Accessibility must be top of mind when designing or purchasing learning programs. Even if an organization doesn’t have employees with disabilities or special needs at the moment, that could change with future hires, or with a change in the health of a current employee.

Common accommodations include captions for the hearing impaired and narrated descriptions of visual elements on the screen for those with visual impairments. Given the relatively high incidence of color blindness (one in 12 men, according to the National Eye Institute), it’s important not to rely solely on color to distinguish between visual elements. 

Other online learning challenges

The remaining obstacles below have more to do with design and content. Although this isn’t a comprehensive list, solving these five would go a long way toward ensuring an effective online experience for all.

4. Limited interaction 

It’s long been a tenet of adult education that much of the learning that occurs in a group setting is the result of interactions between learners. Such interactions are opportunities for exchanging best practices, addressing common frustrations, celebrating successes, and expanding one’s network. An online setting can make this kind of learning difficult.

However, learning and development professionals can design opportunities for interaction into online programs. When designing group sessions, for example, they can include discussion boards or activities to be completed in virtual breakout rooms. Online forums and bulletin boards enable those completing self-instructional programs to connect with each other as well.

5. Issues with navigation and user experience

Anything that makes it difficult to navigate and interact with an online program interferes with learning. Unintuitive layout, too many links, unclear directions, a lack of interactivity — all of these are challenges of online learning that need to be addressed during development.

One way to keep issues with navigation and user experience from impeding learning is through agile learning design. The emphasis on reviews and the iterative nature of agile design helps ensure that obstacles like these are addressed before a program is released organization-wide. 

6. Lack of personalization

All too often, the assumption is that everyone in a certain role needs the same training. The result is that employees find themselves enrolled in programs that don’t adequately meet their specific needs or learning style. 

More and more organizations are moving away from one-size-fits-all online learning to personalized learning paths that give employees a say in what they learn and how. Giving employees more autonomy improves learning outcomes, which benefits the organization as a whole.

7. Time management 

It’s unusual for employees today to have more than 20 minutes in the average work week to devote to learning and development. This makes microlearning an ideal design strategy for online learning programs. 

Microlearning divides content into small chunks of no more than five to 10 minutes, each chunk addressing a single learning objective. Short lessons or modules provide maximum scheduling flexibility and hold learners’ attention when time is of the essence. 

8. Unmotivated learners

This is one of the biggest challenges of online learning, or any type of learning for that matter. Without the physical presence of a facilitator and fellow learners, participants in online programs can easily lose motivation. Even in a virtual instructor-led training environment, they can end up multitasking — fielding emails and Slack messages, and getting distracted by unfinished work.

The solution? Engagement, engagement, engagement. First and foremost, there needs to be some anticipation that the learning program will be worth the time investment required. “What’s in it for me?” needs to be answered in the messaging prior to the start of the program and made clear throughout. Every element of a program needs to be connected to that message. 

Additionally, extensive research has gone into the effects of adding gamification elements to increase engagement. A little friendly competition can go a long way in motivating online learners. Designers can build in opportunities to earn points or badges through the completion of activities. A leaderboard that shows their relative standing can also be motivating. 

The above challenges of online learning are among the most common ones organizations face, but there are others. The only way to know for certain which challenges are the most problematic in any organization is to ask. 

Formative and summative evaluations of online programs should go beyond the measurement of learning outcomes to explore what, specifically, hinders learning. Following up post-training evaluations with individual interviews or focus groups that dissect the user experience may also uncover information that can be helpful in addressing the challenges of online learning.

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The problem with online learning? It doesn’t teach people to think

Professor, Department of Communication Arts, University of Waterloo

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The modern research university was designed to produce new knowledge and to pass that knowledge on to students. North American universities over the last 100 years have been exceptionally good at that task.

But this is not all that universities can do or should do. The COVID-19 pandemic has made it even easier to reduce teaching to knowledge dissemination and to obscure other, equally important, forms of education that help students be better citizens, thinkers, writers and collaborators.

These other forms of education are the cornerstone of human flourishing and democratic participation.

This is a problem.

Practical wisdom

The Ancient Greeks relied on a distinction between “knowing-that” ( episteme ) and “knowing-how” ( techne ) . This was the difference between an abstract body of theoretical knowledge about an area of interest and the practical wisdom necessary to carry out a specific task.

In music, for instance, we might call this the difference between knowing what pitch means, what notes are or the other aspects of music theory that help explain how to play — and knowing how to play an instrument like the piano really well.

For American philosopher John Dewey , this amounts to the difference between an education that focuses on information and an education that focuses on habits of thinking and deliberation.

In How We Think and Democracy and Education , Dewey prioritized teaching how to solve problems over bodies of knowledge because he knew that improved thinking skills would produce better outcomes for students and for public life.

Dewey believed that acquiring knowing-how habits, like critical thinking, problem-solving and close reading, required interaction and imitation. The practices of reading, speaking and thinking were all intertwined for Dewey, and all required practice and reflection. Practising these related skills would improve our decision-making, as individuals and as communities.

The kind of imitation he had in mind — people imitating each other — is impossible in a remote setting.

Dewey also thought curiosity, along with a recognition of, and confrontation with, real problems set people in the direction of improved thinking. These were modelled by teachers through engagement and interaction with students.

How We Think also argues that teaching students habits of using language for the purposes of persuasion is a central part of education. This drew Dewey’s work quite close to classical conceptions of rhetoric, or the teaching of how to speak and write effectively (including the emphasis on imitation as central to mastering the techne of communication).

These commitments were necessarily embodied in live practice in the classroom.

Know-how compromised online

The modern research university, since the late 19th century, has tended to prioritize “knowing-that” over “knowing-how” in a wide range of different disciplines (despite Dewey’s attempt to articulate an alternative).

Urban studies and planning professor Donald Schon’s work at the Massachusetts Institute of Technology on reflective practice was an attempt to correct this over-emphasis and apply Dewey’s approach to contemporary curricula. But the emphasis on “knowing-that” persists.

Remote learning is well suited to the kinds of education that focus on abstract theoretical knowledge and not “know-how.” And this is exactly the problem with those forms of learning — and why we ought to resist being seduced by them.

Some researchers argue that the adequacy of online learning is demonstrated by the fact that a cohort of students might achieve the same grades in an online setting as in an in-person setting. This justifies the assumption that there is no significant difference in academic performance between the two settings.

But my analysis of how people learn, grounded in rhetorical studies and Dewey’s emphasis on embodied and practical forms of democratic education, and also in my own experience administering a first-year seminar program in a faculty of arts, points to the fact that it is much harder to teach (and to assess) the “knowing-how” skills that will matter more to students’ future success.

These include learning outcomes like knowing how to analyze data, collaboration with peers, self-reflection and reading and writing.

Drowning in specialized knowledge

Specialized bodies of knowledge are everywhere now , not just in lecture halls or within the ivy-covered walls of elite institutions. If you want knowledge about advanced python programming or mycology, you can find it online through a range of different media for free. This is why silicon valley gurus can question the value of a degree from an expensive university .

The threat to the university is this: boundless “knowing-that” is readily and easily available to any student because of the very same media that have made the transition to remote teaching easy. But the same is not true for the lived experience required for developing “knowing-how” habits and practices.

As we drown in ever-increasing amounts of available knowledge, our “knowing-how” forms of wisdom continue to suffer. This is true for elementary school students that need school to learn how to navigate social relationships and for university students trying to learn how to use the scientific method or perform a critical, close reading of a poem.

Careful and close readings

To teach a student how to carefully read a text, for example, is a responsibility of the university. But this feels unlikely in remote learning environments. Dewey’s focus on the importance of the interaction between student and teacher, the modelling and imitation of habits of thinking and the necessity of creative and collaborative problem solving in the classroom are all made more difficult in a remote setting.

An isolated 18-year-old, staring at a computer, can learn what a text is supposed to mean but will have a much harder time learning how to perform a careful interpretation.

It is also one of the many “knowing-how” skills that seem so broadly absent in our public culture. Close reading is akin to close listening, which is a requirement of collaboration and a precursor to self-reflection. Journalist Kate Murphy’s You’re Not Listening shows just how complex the embodied task of reading someone else can be and how important listening and reading are for success in all fields.

What we ought to ask

Instead of asking how universities might benefit from shifting courses and curricula online permanently, we ought to be asking how students might suffer from fewer opportunities to focus on “knowing-how” and ever-greater commitments to “knowing-that.”

The pandemic has shown that we need finer, more well-honed and well-practised “knowing-how” skills. Skills like: asking thoughtful questions, finding new evidence, testing hypotheses, collaborating with diverse others , critically evaluating data or evidence, performing analysis of source material and designing new methods of evaluation.

These forms of wrestling and questioning are largely lost online. They get easily replaced with rote information processing. We should worry about the outcomes associated with that shift.

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How Effective Is Online Learning? What the Research Does and Doesn’t Tell Us

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Editor’s Note: This is part of a series on the practical takeaways from research.

The times have dictated school closings and the rapid expansion of online education. Can online lessons replace in-school time?

Clearly online time cannot provide many of the informal social interactions students have at school, but how will online courses do in terms of moving student learning forward? Research to date gives us some clues and also points us to what we could be doing to support students who are most likely to struggle in the online setting.

The use of virtual courses among K-12 students has grown rapidly in recent years. Florida, for example, requires all high school students to take at least one online course. Online learning can take a number of different forms. Often people think of Massive Open Online Courses, or MOOCs, where thousands of students watch a video online and fill out questionnaires or take exams based on those lectures.

In the online setting, students may have more distractions and less oversight, which can reduce their motivation.

Most online courses, however, particularly those serving K-12 students, have a format much more similar to in-person courses. The teacher helps to run virtual discussion among the students, assigns homework, and follows up with individual students. Sometimes these courses are synchronous (teachers and students all meet at the same time) and sometimes they are asynchronous (non-concurrent). In both cases, the teacher is supposed to provide opportunities for students to engage thoughtfully with subject matter, and students, in most cases, are required to interact with each other virtually.

Coronavirus and Schools

Online courses provide opportunities for students. Students in a school that doesn’t offer statistics classes may be able to learn statistics with virtual lessons. If students fail algebra, they may be able to catch up during evenings or summer using online classes, and not disrupt their math trajectory at school. So, almost certainly, online classes sometimes benefit students.

In comparisons of online and in-person classes, however, online classes aren’t as effective as in-person classes for most students. Only a little research has assessed the effects of online lessons for elementary and high school students, and even less has used the “gold standard” method of comparing the results for students assigned randomly to online or in-person courses. Jessica Heppen and colleagues at the American Institutes for Research and the University of Chicago Consortium on School Research randomly assigned students who had failed second semester Algebra I to either face-to-face or online credit recovery courses over the summer. Students’ credit-recovery success rates and algebra test scores were lower in the online setting. Students assigned to the online option also rated their class as more difficult than did their peers assigned to the face-to-face option.

Most of the research on online courses for K-12 students has used large-scale administrative data, looking at otherwise similar students in the two settings. One of these studies, by June Ahn of New York University and Andrew McEachin of the RAND Corp., examined Ohio charter schools; I did another with colleagues looking at Florida public school coursework. Both studies found evidence that online coursetaking was less effective.

About this series

This essay is the fifth in a series that aims to put the pieces of research together so that education decisionmakers can evaluate which policies and practices to implement.

The conveners of this project—Susanna Loeb, the director of Brown University’s Annenberg Institute for School Reform, and Harvard education professor Heather Hill—have received grant support from the Annenberg Institute for this series.

To suggest other topics for this series or join in the conversation, use #EdResearchtoPractice on Twitter.

Read the full series here .

It is not surprising that in-person courses are, on average, more effective. Being in person with teachers and other students creates social pressures and benefits that can help motivate students to engage. Some students do as well in online courses as in in-person courses, some may actually do better, but, on average, students do worse in the online setting, and this is particularly true for students with weaker academic backgrounds.

Students who struggle in in-person classes are likely to struggle even more online. While the research on virtual schools in K-12 education doesn’t address these differences directly, a study of college students that I worked on with Stanford colleagues found very little difference in learning for high-performing students in the online and in-person settings. On the other hand, lower performing students performed meaningfully worse in online courses than in in-person courses.

But just because students who struggle in in-person classes are even more likely to struggle online doesn’t mean that’s inevitable. Online teachers will need to consider the needs of less-engaged students and work to engage them. Online courses might be made to work for these students on average, even if they have not in the past.

Just like in brick-and-mortar classrooms, online courses need a strong curriculum and strong pedagogical practices. Teachers need to understand what students know and what they don’t know, as well as how to help them learn new material. What is different in the online setting is that students may have more distractions and less oversight, which can reduce their motivation. The teacher will need to set norms for engagement—such as requiring students to regularly ask questions and respond to their peers—that are different than the norms in the in-person setting.

Online courses are generally not as effective as in-person classes, but they are certainly better than no classes. A substantial research base developed by Karl Alexander at Johns Hopkins University and many others shows that students, especially students with fewer resources at home, learn less when they are not in school. Right now, virtual courses are allowing students to access lessons and exercises and interact with teachers in ways that would have been impossible if an epidemic had closed schools even a decade or two earlier. So we may be skeptical of online learning, but it is also time to embrace and improve it.

A version of this article appeared in the April 01, 2020 edition of Education Week as How Effective Is Online Learning?

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Training employees online? Beware of these challenges

Whether you’ve recently transitioned to online training, thinking of doing so, or have just introduced a new LMS, one thing is for sure: tech could make or break your training program.

Remote training offers an elegant solution for an effective training strategy. But the challenges of online learning can sometimes create barriers to implementing it effectively. The good news is that when you understand the issues, you can address them .

In this article, we’ll talk about the promises of online training. We’ll also discuss the potential pitfalls and give you tips for how to overcome them. Before we dive into problems and solutions, though, let’s take a look at why online training is both a helpful tool and a potential source of difficulties.

The paradox of online training

Although tech presents a powerful fix for common training problems, it can also create some new obstacles. You need to consider these as you weigh the pros and cons of online training.

Remote training has clear advantages when you’re working with a remote workforce. It’s cost-effective and scalable—you can offer it to every employee, no matter your organization’s size or learners’ locations. It also makes it easy to update and roll out material quickly. When you need to update your workforce on policy changes or new product information, you can do so almost instantly.

But what about employees who don’t have updated technology at their disposal? Or have a hard time engaging in a virtual environment? What if they’re intimidated by technology and hesitant to log on at all?

To successfully implement online learning, you need to plan for and overcome the most prevalent online training challenges.

5 challenges of online learning — and how to overcome them

Here are five stumbling blocks that sometimes come up with online learning. Let’s take a look at the problems, but also the fixes that will help you overcome them.

1. Technical issues

Learners may not have access to the resources they need to log in and complete remote learning. If they’re working from home, they may be on an older operating system than your in-office computers. Or, they may have low-bandwidth internet with a spotty connection.

How to solve it: Build your training with technical capabilities in mind. Don’t use huge media files if you can downsize them. Simplify loading times by keeping content concise.

You can also help people overcome technical hiccups by providing constant, easy-to-access support. Build a troubleshooting guide into your help features, along with a number to call or a chat button to click for more specific questions. Help people have a smooth training experience by planning ways to overcome technical issues.

2. Lack of interaction

Learning from home is convenient, but it can also be isolating. Remote workers often report feeling isolated already, and spending more time alone in front of a screen can get in the way of productive learning.

How to solve it: Engage learners in a social learning environment by providing opportunities to interact with others. For example, require peer reviews of projects and assignments. Set up a project where the participants work together outside the course to apply what they’ve learned.

Or, periodically invite learners to contribute to a forum or question board. Making learners feel like they’re not alone in their learning journey will help them be more motivated to log on.

3. Online distractions

All too often, users’ experience with online learning is sitting passively, reading text on a screen, or listening to a lecture. When employees don’t have to interact with the content, they lose interest. Soon they’re sidetracked with online chats, cleaning out their inbox, or general tab surfing.

How to solve it: Make training engaging for learners through dynamic learning design . You can also draw learners in by giving them opportunities to interact with the screen.

Include tests and quizzes that require a response. When you get people physically and mentally interacting with the training, it will be much easier for them to engage with the content.

4. Disabilities and special needs

Some learners may have trouble with online training due to various disabilities or learning difficulties. For example, those with hearing or sight impairment will need help navigating self-paced learning.

How to solve it: Take a good look at your content to see if it’s accessible to everyone. How could you improve usability for certain needs?

For example, make sure you provide alternate options like keyboard shortcuts for point-and-click exercises. Also, add captions to your video and audio resources. And include voice-over descriptions of text and graphics.

When you make courses accessible, you show employees that learning is for everyone.

5. Poor digital literacy

Some learners aren’t up to speed with the latest technology. This can be frustrating for them at best, and can completely derail their training experience at worst.

How to solve it: The key is to make logging on and navigating the training as seamless as possible. Make sure your training LMS and user interface are intuitive to use. Make it clear on every screen how learners should interact with it and where they should go next.

Don’t leave anything up to chance—including where to turn when questions come up. Make sure employees know how to access your help when questions arise.

How to win over tech-resistant employees

Even when you’ve done everything right in addressing the above challenges of online learning, you may still face the problem of tech-resistant employees. These may be learners who aren’t familiar with the tech you’re using, or who don’t feel highly motivated to use one more tool (aka your training platform).

Whatever the reason, they’re reluctant to engage with online training. Your job is not only to get them to log on but also to provide them with a good learning experience . Here are some tips for motivating these learners to participate without feeling obliged.

Consider going mobile

Most people today are adept at navigating their smartphones. So why not support the technology they already know and love?

You can help meet people where they are by making sure your LMS is mobile-friendly . Employees are much more likely to log in to training when it’s convenient. And what’s more convenient than having portable access in your pocket? Design your training to work on the go and give learners the option to go mobile.

Present just-in-time, “bite-sized” learning

Longer training sessions can be demotivating. They take people away from their jobs. They often contain lots of content, which can feel overwhelming and make it hard to retain everything.

Instead, try breaking lessons into short, digestible chunks. Make each only a few minutes long and focus it on one topic. Learners will be more likely to give it a try when they know it’ll be quick and to the point.

Make it fun

A little bit of friendly competition can sometimes go a long way toward motivating employees to engage—even those who are reluctant at first. With online learning, it’s easy to add gamification to your training. Use existing LMS features to introduce elements of fun that keep people coming back.

For example, put up leaderboards so learners can compare their progress with their colleagues’. Offer awards, points, and badges for completing lessons or finishing projects. Employees report that they’re more willing to spend time using software that’s been gamified . Help people who want to log on by adding a sense of play to your training.

Ask for and implement feedback

There are lots of reasons people may be wary about using tech-heavy online training. The best way to find and address any concerns you’re not aware of is to simply ask.

Reach out to employees during and after their training to gather feedback and discuss challenges. A good LMS makes it easy to modify content or integrate new features quickly. Take advantage of that to make improvements based on the feedback you receive.

When employees feel like they have a hand in improving their own learning experience, they’ll be more motivated to engage.

Engaging learners with online training

Online training is a convenient and effective way to help all your employees experience employee development. But investing in training technology alone is not enough. You need to make sure that people actually use and learn through the tech. And that means addressing any challenges that technology presents.

Building training that is easy to navigate, engaging, and accessible to everyone is crucial to supporting your learning strategy. And a strong learning strategy builds a strong organization.

Improve your employee, partner and customer training with our enterprise-ready learning management system. Book a demo now and see why our diverse portfolio of customers consistently give us 5 stars (out of 5!)

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• Published: 25 January 2021

Online education in the post-COVID era

• Barbara B. Lockee 1  

Nature Electronics volume  4 ,  pages 5–6 ( 2021 ) Cite this article

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The coronavirus pandemic has forced students and educators across all levels of education to rapidly adapt to online learning. The impact of this — and the developments required to make it work — could permanently change how education is delivered.

The COVID-19 pandemic has forced the world to engage in the ubiquitous use of virtual learning. And while online and distance learning has been used before to maintain continuity in education, such as in the aftermath of earthquakes 1 , the scale of the current crisis is unprecedented. Speculation has now also begun about what the lasting effects of this will be and what education may look like in the post-COVID era. For some, an immediate retreat to the traditions of the physical classroom is required. But for others, the forced shift to online education is a moment of change and a time to reimagine how education could be delivered 2 .

Looking back

Online education has traditionally been viewed as an alternative pathway, one that is particularly well suited to adult learners seeking higher education opportunities. However, the emergence of the COVID-19 pandemic has required educators and students across all levels of education to adapt quickly to virtual courses. (The term ‘emergency remote teaching’ was coined in the early stages of the pandemic to describe the temporary nature of this transition 3 .) In some cases, instruction shifted online, then returned to the physical classroom, and then shifted back online due to further surges in the rate of infection. In other cases, instruction was offered using a combination of remote delivery and face-to-face: that is, students can attend online or in person (referred to as the HyFlex model 4 ). In either case, instructors just had to figure out how to make it work, considering the affordances and constraints of the specific learning environment to create learning experiences that were feasible and effective.

The use of varied delivery modes does, in fact, have a long history in education. Mechanical (and then later electronic) teaching machines have provided individualized learning programmes since the 1950s and the work of B. F. Skinner 5 , who proposed using technology to walk individual learners through carefully designed sequences of instruction with immediate feedback indicating the accuracy of their response. Skinner’s notions formed the first formalized representations of programmed learning, or ‘designed’ learning experiences. Then, in the 1960s, Fred Keller developed a personalized system of instruction 6 , in which students first read assigned course materials on their own, followed by one-on-one assessment sessions with a tutor, gaining permission to move ahead only after demonstrating mastery of the instructional material. Occasional class meetings were held to discuss concepts, answer questions and provide opportunities for social interaction. A personalized system of instruction was designed on the premise that initial engagement with content could be done independently, then discussed and applied in the social context of a classroom.

These predecessors to contemporary online education leveraged key principles of instructional design — the systematic process of applying psychological principles of human learning to the creation of effective instructional solutions — to consider which methods (and their corresponding learning environments) would effectively engage students to attain the targeted learning outcomes. In other words, they considered what choices about the planning and implementation of the learning experience can lead to student success. Such early educational innovations laid the groundwork for contemporary virtual learning, which itself incorporates a variety of instructional approaches and combinations of delivery modes.

Online learning and the pandemic

Fast forward to 2020, and various further educational innovations have occurred to make the universal adoption of remote learning a possibility. One key challenge is access. Here, extensive problems remain, including the lack of Internet connectivity in some locations, especially rural ones, and the competing needs among family members for the use of home technology. However, creative solutions have emerged to provide students and families with the facilities and resources needed to engage in and successfully complete coursework 7 . For example, school buses have been used to provide mobile hotspots, and class packets have been sent by mail and instructional presentations aired on local public broadcasting stations. The year 2020 has also seen increased availability and adoption of electronic resources and activities that can now be integrated into online learning experiences. Synchronous online conferencing systems, such as Zoom and Google Meet, have allowed experts from anywhere in the world to join online classrooms 8 and have allowed presentations to be recorded for individual learners to watch at a time most convenient for them. Furthermore, the importance of hands-on, experiential learning has led to innovations such as virtual field trips and virtual labs 9 . A capacity to serve learners of all ages has thus now been effectively established, and the next generation of online education can move from an enterprise that largely serves adult learners and higher education to one that increasingly serves younger learners, in primary and secondary education and from ages 5 to 18.

The COVID-19 pandemic is also likely to have a lasting effect on lesson design. The constraints of the pandemic provided an opportunity for educators to consider new strategies to teach targeted concepts. Though rethinking of instructional approaches was forced and hurried, the experience has served as a rare chance to reconsider strategies that best facilitate learning within the affordances and constraints of the online context. In particular, greater variance in teaching and learning activities will continue to question the importance of ‘seat time’ as the standard on which educational credits are based 10 — lengthy Zoom sessions are seldom instructionally necessary and are not aligned with the psychological principles of how humans learn. Interaction is important for learning but forced interactions among students for the sake of interaction is neither motivating nor beneficial.

While the blurring of the lines between traditional and distance education has been noted for several decades 11 , the pandemic has quickly advanced the erasure of these boundaries. Less single mode, more multi-mode (and thus more educator choices) is becoming the norm due to enhanced infrastructure and developed skill sets that allow people to move across different delivery systems 12 . The well-established best practices of hybrid or blended teaching and learning 13 have served as a guide for new combinations of instructional delivery that have developed in response to the shift to virtual learning. The use of multiple delivery modes is likely to remain, and will be a feature employed with learners of all ages 14 , 15 . Future iterations of online education will no longer be bound to the traditions of single teaching modes, as educators can support pedagogical approaches from a menu of instructional delivery options, a mix that has been supported by previous generations of online educators 16 .

Also significant are the changes to how learning outcomes are determined in online settings. Many educators have altered the ways in which student achievement is measured, eliminating assignments and changing assessment strategies altogether 17 . Such alterations include determining learning through strategies that leverage the online delivery mode, such as interactive discussions, student-led teaching and the use of games to increase motivation and attention. Specific changes that are likely to continue include flexible or extended deadlines for assignment completion 18 , more student choice regarding measures of learning, and more authentic experiences that involve the meaningful application of newly learned skills and knowledge 19 , for example, team-based projects that involve multiple creative and social media tools in support of collaborative problem solving.

In response to the COVID-19 pandemic, technological and administrative systems for implementing online learning, and the infrastructure that supports its access and delivery, had to adapt quickly. While access remains a significant issue for many, extensive resources have been allocated and processes developed to connect learners with course activities and materials, to facilitate communication between instructors and students, and to manage the administration of online learning. Paths for greater access and opportunities to online education have now been forged, and there is a clear route for the next generation of adopters of online education.

Before the pandemic, the primary purpose of distance and online education was providing access to instruction for those otherwise unable to participate in a traditional, place-based academic programme. As its purpose has shifted to supporting continuity of instruction, its audience, as well as the wider learning ecosystem, has changed. It will be interesting to see which aspects of emergency remote teaching remain in the next generation of education, when the threat of COVID-19 is no longer a factor. But online education will undoubtedly find new audiences. And the flexibility and learning possibilities that have emerged from necessity are likely to shift the expectations of students and educators, diminishing further the line between classroom-based instruction and virtual learning.

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Coronavirus Pandemic Spotlights Problems With Online Learning

How can schools ensure that students have what they need for ongoing remote learning? NPR's Rachel Martin speaks with Nicol Turner Lee, who studies digital divides in education.

Copyright © 2020 NPR. All rights reserved. Visit our website terms of use and permissions pages at www.npr.org for further information.

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Challenges of Distance Learning for Students

Distance learning enables students to access and engage with quality educational content, all from the comfort and convenience of home. Though COVID-related restrictions will likely begin to relax as the pandemic wanes and vaccination rates rise, it seems unlikely that the e-learning industry, which experienced explosive growth in 2020 , will become obsolete in 2021. On the contrary, the virtual education industry had a value of $171 billion in 2019 — that is, prior to the coronavirus pandemic — “and is expected to grow [by] 10.85% by 2025,” according to PR Newswire . 

While it’s easy to see both the benefits and relevance of distance education, such as increased flexibility, mobility, and affordability, it’s equally important to acknowledge the potential challenges with distance learning for students. From grade-schoolers to graduate students, e-learners at all age levels must overcome obstacles that are unique to virtual education, such as asynchronous communication and ever-present opportunities for time-wasting distractions. E-learners also face challenges that, while often present in the traditional classroom, can be amplified in a virtual setting, such as delayed or unclear instructor feedback. 

As an educator or aspiring teacher, it’s important for you not only to understand and empathize with the challenges of online education for students — but even more critically, to help implement effective solutions. While e-learning may pose certain difficulties for students, it also creates exciting educational opportunities, opening doors for young and adult learners alike. To help your students seize these opportunities, learn about the challenges of online distance learning they face — and what steps you can take as a digital instructor to help your e-learners succeed. 

What Are the Challenges of Online Learning for Students?

What are the challenges of distance education for students who attend classes online? Here are nine virtual learning disadvantages that educators need to be aware of. 

1. Ineffective Time Management 

Research has proven that successful “time management is associated with greater academic performance and lower levels of anxiety in students.” Unfortunately, the same research also uncovered that “many students find it hard to find a balance between their studies and their day-to-day lives” — and worse, that ineffective time management was associated with outcomes like “poor sleep patterns” and “increased levels of stress.” Effective time management can be especially difficult in a distance learning environment, where students are challenged to pace themselves — without the support from friends and peers that would help them stay focused in class. 

2. Lack of Communication 

In an in-person setting, communication happens instantaneously, making it easy for students to get answers and clarify points of confusion. In an e-learning setting, communication is often asynchronous, which means there’s a gap between teacher and student. It’s easy for misunderstandings to develop in these gaps — sometimes, allowing a problem to snowball before it can be corrected. 

3. Not Receiving Timely Feedback  

Providing feedback is one of the most important and meaningful ways that a teacher engages with a student. When feedback is delayed by additional days or weeks because of an online format, students can become confused or uncertain about your expectations, their progress, and their performance in your class. 

4. Not Receiving Clear Instructions or Expectations

It’s always crucial to set clear expectations for students. Otherwise, they can only guess at whether they’re performing tasks and projects correctly. While setting clear standards is a challenge in any classroom, asynchronous communication can make it a greater obstacle. 

6. Technical Difficulties

Technical issues represent a significant barrier to effective online learning. Many students face challenges related to inadequate access to technology or unreliable internet connectivity. These technical difficulties can disrupt the learning process, leading to frustration and disengagement. Institutions and educators must ensure that students have access to the necessary technological resources and provide support for those who encounter technical issues. This may include offering alternatives for students with limited access to high-speed internet or providing technical support hotlines.

7. Isolation and Lack of Social Interaction

The absence of physical presence in a classroom setting can lead to feelings of isolation among online learners. The lack of face-to-face interaction with peers and instructors can diminish the sense of community and support that is often found in traditional educational settings. To address this challenge, educators can create opportunities for social interaction through virtual study groups, online discussion boards, and live video conferencing sessions, helping students feel more connected and supported.

8. Adapting to New Learning Styles

Online learning requires students to adapt to new styles of learning that may differ significantly from traditional classroom experiences. This adaptation process can be challenging, as students must become proficient in navigating digital platforms and learning resources. The shift to online learning necessitates the development of new skills, such as researching online databases and effectively communicating through digital mediums. Educators can facilitate this transition by providing comprehensive guides and tutorials on using online learning platforms and digital tools.

9. Distractions at Home

The home environment, while comfortable, is often filled with distractions that can impede the ability to focus on studies. From household chores to social media, numerous distractions can detract from the learning experience. Students must find strategies to minimize these distractions, such as setting up a dedicated study space and using time management tools to allocate specific times for studying. Educators can support students by offering advice on creating an effective learning environment at home and encouraging regular breaks to maintain focus.

Challenges for Adult Learners

Adult learners face a unique set of challenges when engaging in online learning. Balancing work, family responsibilities, and education is a complex juggling act that requires significant time management and organizational skills. Moreover, re-adapting to an educational setting after a prolonged absence from formal learning environments can present additional hurdles. Let’s delve deeper into these challenges and explore strategies to navigate them successfully.

Balancing Work, Family, and Education

The task of balancing work and family responsibilities with educational pursuits is a significant challenge for many adult learners. Unlike traditional students, adult learners often have full-time jobs, family obligations, and other life responsibilities that demand their time and attention. This can make dedicating time to coursework and studying a challenge.

Now that we’ve explored the challenges of online learning for students, let’s focus on something even more important: how to overcome them.

6 Practical Solutions to Distance Learning Problems for Students

Fortunately, it’s possible for educators to mitigate distance education issues and challenges for students. Here are four steps that teachers can take to help position e-learners for greater success in the virtual classroom.

1. Share Time Management Apps and Resources for Students

Effective time management is a fundamental skill for distance learners. Encourage your students to take advantage of the numerous time management apps and resources that are available to e-learners — many of them for free. For example, National University offers a comprehensive suite of time management resources for students , including daily planner worksheets, infographics, links to apps, helpful time management tips , and even a time management calculator. 

Education experts also recommend periodically surveying your students, which provides you with actionable insights into how your students allocate their time toward various tasks. Once you identify the trouble spots that are slowing your students down, you can offer them tailored guidance — especially if you notice patterns emerging in your survey data. 

2. Overcoming Technical Challenges

To mitigate technical issues and boost digital literacy, it’s crucial for institutions to offer robust technical support, guiding learners through any technical difficulties encountered. Furthermore, providing digital literacy training enhances students’ ability to navigate online platforms and digital tools with ease. Ensuring that learning platforms are accessible on mobile devices allows students the flexibility to engage with their coursework from anywhere, at any time, making online learning more adaptable to their lifestyles.

3. Building a Community

Cultivating a sense of community is vital in online learning environments. By promoting the creation of virtual study groups using tools like Zoom or Google Meet, students can collaborate and support one another academically. Online forums and platform-specific social media groups offer spaces for learners to connect, share insights, and foster a supportive network. These initiatives are key to making online education a more interactive and socially connected experience.

4. Utilize Educational Technology (“EdTech”)  

Just because communication occurs over the internet doesn’t mean it has to be lagged or asynchronous. In fact, there are countless tools — many of them free to use — to help students and teachers communicate in real-time. For example, you can use video conferencing software to have live conversations with your students, either one-on-one or in group settings. This gives your students a chance to ask you questions, raise concerns, and work through complex course material more successfully. In addition to video conferencing software, you can also use instant messaging apps for students who prefer to communicate via text. Examples include Skype, Google Meet, FaceTime, Zoom, and Google Hangouts. 

5. Increase Peer Review 

Students need timely, meaningful feedback in order to gauge and improve their performance. There are several ways you can improve the feedback your students receive. 

One method is to schedule one-on-one or group sessions with your students — for instance, on a weekly or bi-weekly basis — that are dedicated to providing feedback on recent assignments. Providing verbal feedback lets you save time on writing and editing documents, without sacrificing the detail or quality of your evaluation. As a result, your students receive better feedback, sooner. 

Another method is to let your students engage in more peer review, or the process of providing feedback on each other’s work. In one fascinating experiment, a Duke University instructor permitted 100% of grading to be handled by a peer review process, with unsurprising results : increased satisfaction for students, and decreased stress on instructors. 

Want to take a deeper dive into this subject? Here are even more tips on providing effective feedback to online students .

6. Provide Clear Grading Rubrics  

Rubrics and syllabi are important tools in the traditional classroom. Make use of them in the virtual classroom, too! Be sure to provide your online students with a clear and detailed overview of the course, including information about: 

• What type of material you’ll be covering
• What items each student will need
• How each type of assignment will be graded
• How to share or upload documents
• What to do if they experience technical issues
• Deadlines, exam dates, days off, and other special calendar events 
• How to contact you 

While there are many distance education issues and challenges for students to overcome, there are also countless opportunities for them to seize — and the approach you take as an educator can make all the difference. We hope that, by sharing some of these solutions and strategies, we’ve made it a little easier for you to help your e-students turn their challenges into success stories. 

Future of Online Learning

Addressing these challenges can significantly shape the future of online education, making it more accessible, engaging, and effective. Innovations in technology and pedagogy will continue to transform online learning, offering personalized, flexible learning experiences that meet the needs of diverse learners.

Become a Teacher and Advance Your Career with a Degree or Certificate in Education from NU 

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Through the Sanford College of Education , NU offers dozens of NCATE-accredited programs in exciting areas like special education , teacher education , educational counseling , and educational leadership . Whether your goal is to become a teacher in California , earn an advanced degree, or improve your teaching skills so that you can take your career to the next level, you’ll find a program to suit your needs at National University. Whether you prefer to take classes on campus or 100% online, NU gives you the flexibility to learn in the way that works for you. And with credit transfer options , financial aid and scholarships , and a military-friendly student community , reaching your goals has never been more achievable. 

Find out what just 30 days can do for your career in education. To learn more about our accredited teaching programs and how you can apply , contact the National University admissions office today.

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What are the Biggest Challenges of Online Education Today?

This blog talks about some of the biggest challenges facing online education today. It includes ensuring access to technology and internet connectivity for all students, maintaining student engagement and motivation in virtual environments, addressing equity issues, such as the digital divide, and providing effective training for educators to adapt to online teaching methodologies.

The education industry was one of the worst hit by the COVID-19 pandemic , with institutions scrambling to find solutions to keep their doors open. In these times of need, online learning tools emerged as a boon. In the last two years, investments in EdTech tools, especially in the online education segment, have skyrocketed, resulting in significant technological improvements.

Table of Contents:

Introduction.

• What are the Top 10 Key Challenges of Online Education in 2023 & How to Overcome Them? 1. Lack of Motivation in Students 2. Infrastructural Problems 3. Digital Literacy and Technical Issues 4. Lack of In-person Interaction 5. Lack of EdTech and Online Learning Options for Special Needs of Students 6. Course Structure and Quality 7. Lack of Accredited Degrees From Top Universities 8. Abundant Distractions, Lack of Discipline 9. Financial Hurdles 10. Acceptance by Teachers

Frequently Asked Questions (FAQs)

Online education has many benefits such as portability, ease of access, reduced need for physical infrastructure, lowered costs, and greater flexibility. But that isn’t to say that it doesn’t come with its demerits. In a recent survey , 60% of the students who have recently shifted to an online – learning system thought of the experience as boring and struggled with motivating themselves to pay attention in class.

In another survey, 77% of 800 college students prefer in-person learning in class better than online methods. These statistics point to the fact that there is a need to understand the various online education problems and address the challenges of online learning. 

What are the Top 10 Key Challenges of Online Education in 2023 & How to Overcome Them?

1. lack of motivation in students .

It was thought that online learning would be the new interactive and immersive method to teach the new generation of students. Though, the results speak on the contrary. Endless oceans of texts, quizzes, frequent learning assignments, and MCQs have led to students losing motivation to keep revisiting the learning portal.

Students complain of lacking motivation due to a lack of interpersonal touch between the students and the teacher in the online classes. The need for physical interaction between the students is also a necessity for maintaining engagement which the online learning methodology has no answers for yet. Institutions need to deliver interactive lessons to students.

The difficulty of online learning lies not only in the overwhelming amount of textual content but also in the absence of real-time interaction. Students find it challenging to stay engaged and motivated without the interpersonal touch and physical interaction that traditional classrooms offer. As we navigate the landscape of education, addressing the difficulty of online learning becomes crucial to ensure the effectiveness and engagement of students in virtual learning environments.

How to Solve –

• Introduce rewards and recognition for students who actively participate in the online learning platform. This could be done by providing them with certificates or other rewards such as discounts on course fees.
• Break up long lectures and sessions with interactive activities such as quizzes and polls to keep students engaged.
• Incorporate discussion boards and forums in the online learning platform to encourage students to interact and engage with each other.
• Allow students to work in small groups or teams to foster collaboration.
• Use visuals to make lessons more engaging. Incorporate videos, animations, and other visuals to keep students motivated.
• Offer personalized learning experiences to students. Give them the freedom to choose the topics they are interested in and the resources that they would like to use.
• Provide more opportunities for teacher-student interaction. Have one-on-one sessions with each student to discuss their progress and address any questions or concerns they may have.

2. Infrastructural Problems  

Though online learning doesn’t require huge buildings, big classrooms, chairs, tables, blackboards, or chalk doesn’t mean there are no infrastructural requirements. The need for a computer, adequate software, constant electricity, and high-bandwidth internet is quite a big demand.

In most developed nations, this infrastructure is available to the public through public libraries if they cannot personally afford it. But for developing countries such as India, Pakistan, Bangladesh, and many others, this quality of infrastructure is only available to a select few percent of the population, further compounding their online education problems. 

• Governments in developing countries should invest in providing free access to computers and the Internet in public libraries and schools.
• Private businesses should be encouraged to support online learning initiatives by providing free or discounted access to computers and the Internet.
• Private funding organizations should establish grants and scholarships for individuals to access computers and the Internet.
• Non-profit organizations should provide free computer and internet access at local community centers.
• Educational institutions should provide access to computer labs and the Internet for students.
• Local authorities should provide internet access in public parks and other public spaces.

Facts About E-Learning Industry

3. Digital Literacy and Technical Issues

One of the critical problems with online learning for the new generation is proficiency in working with computers doesn’t necessarily translate to Digital Literacy. To proficiently learn through an online system requires understanding the workings of multiple software, which presents a huge learning curve, which is a tricky challenge to overcome. Also, the lack of awareness among the students to understand online communication etiquette and know student rights and responsibilities in an online learning environment is one of the challenges in online learning.

A bigger problem is with constant technical issues faced by both teachers and students on these platforms. These problems of online education often require technical support to rectify, causing frequent disruptions in the learning flow. 

How to Solve – 

• Technical support should be made available to both teachers and students to help identify and address any issues that arise. Schools and universities should provide technical support staff or contact info to help troubleshoot any technical issues.
• Schools and universities should also provide training and support to help develop digital literacy skills. This could be in the form of webinars, tutorials, and courses that cover topics such as online communication etiquette and student rights and responsibilities in an online learning environment.
• Schools and universities should also invest in reliable and secure online learning platforms . This would help ensure that online learning sessions are not disrupted by technical issues.

4. Lack of In-person Interaction 

Humans are social animals. The growth of the internet hinged on the principle that humans will always be curious to interact and know more about one another. That said, on a psychological level, virtual interaction cannot mimic that of a physical one.

The physical presence inside a classroom with a teacher and fellow peers often leads to an atmosphere that can’t be replicated through virtual means. The physical model also ensures discipline as students cannot switch off webcams and doze off. Physical classrooms also allow for teachers to provide more personal attention to each student’s needs. However, interactive eLearning modules can help improve student engagement. 

• One possible solution to the lack of in-person interaction in virtual classrooms is to create smaller groups of students for virtual sessions. This would enable students to interact with one another as well as with the instructor, creating a more engaging atmosphere. Additionally, the instructor could assign interactive exercises or projects for students to complete in small groups, providing them with a chance to collaborate online.
• Furthermore, instructors should set up regular virtual office hours where students can chat with them one-on-one. This would allow instructors to provide individual attention to their students and help them work through any issues they might be having with their coursework.  Finally, instructors should also leverage technology to its fullest, such as adding virtual reality components to their lessons. This would enable students to virtually explore different environments, engage in immersive learning experiences, and interact with other students more realistically.

5. Lack of EdTech and Online Learning Options for Special Needs of Students 

The segment of students who have been completely ignored in the evolution of online learning is students with special needs. Special needs students need a more personalized and hands-on method of teaching. Though technology has improved drastically, it is still heavily dependent on the need for an expert or a teacher to be there full-time to guide the student through the tasks. These problems have caused special needs students to fall behind others in their academic pursuits. 

• To ensure that special needs students can keep up with their peers, there needs to be a shift in the way that education technology is used. EdTech tools need to be tailored to the needs of special needs students. Customized learning plans should be created for each student. 
• These plans should take into account the student’s individual learning style, abilities, and disabilities. Technology should also be used to provide students with the resources they need to succeed. For example, computer programs can be used to help students practice reading, math, and other skills. 
• Voice recognition software can be used to help students with fine motor skill difficulties. There are also a variety of apps that can be used to help special needs students with communication, organization, and more. 
• In addition, teachers should be properly trained in the use of EdTech tools and best practices for teaching students with special needs. This will ensure that special needs students can access the same quality of education as their peers.

Hurix Mini-Book: The Paradigm Shift in Higher Education with Curriculum Development

6. Course Structure and Quality 

The shift to online learning and other modern teaching tools was thought to bring about modernization even in the course curriculum and structure. Sadly, that hasn’t been the case. Institutions have retained their obsolete course curriculum and structure even after shifting online. With companies such as Google and Tesla choosing to forego college as a prerequisite for employment, students are reconsidering college as a whole.

Online resources such as YouTube, Google, Skillshare, Udemy, and others offer better content on these subjects for cheaper or even free. These platforms also let them pick and choose their subjects, making the learning structure highly flexible. This should cause Educational Institutions to rethink their approach to teaching as a whole. 

• Institutions should restructure their courses to be more engaging and relevant. They should also focus on providing more practical knowledge and skills, instead of relying solely on theoretical knowledge.
• Institutions should also focus on creating courses that are more in line with the modern world. This would include courses on topics such as machine learning , data science, and artificial intelligence.
• Institutions should also look into creating more flexible course structures. This could include the option to take courses online or in person, as well as the option to customize your curriculum.
• Institutions should also focus on providing quality content. They should ensure that their content is up to date with the latest developments in the field, as well as provide high-quality audio and video content.
• Lastly, institutions should also focus on providing better support for students. This could include providing more online tutoring options, as well as creating online forums and discussion groups where students can ask questions and get assistance.

7.  Lack of Accredited Degrees From Top Universities 

 Education has more to do about branding than learning. It matters more about where you studied than what you studied. In such a market where the brand is a huge factor, the online learning sphere is yet to convince prestigious higher learning institutions to offer their courses through online/ distance learning modes.

The online courses for degrees are often not accredited and mostly not recognized by the job market or other institutions. Though schools have embraced the online learning system, higher education institutions and governments have yet to recognize them as legitimate methods of obtaining a professional degree. 

How to Solve – 

• Governments should recognize online courses and degrees as legitimate forms of education.
• Educational institutions should partner with top universities to offer accredited courses and degrees.
• Online learning platforms should be developed to ensure that the courses offered are of high quality and are recognized by employers.
• Online courses should be designed to offer the same educational experience as traditional universities.

8. Abundant Distractions, Lack of Discipline  

With recurrent technical issues, bandwidth problems, and monotonous lectures, online attendance has seen a drastic dip. Most students find learning online boring and often complain of lacking the motivation to make it through a class. Even teachers often complain of a lack of tools to make the classes engaging, leading to a loss of interest from both parties.

With the lack of accountability in the online teaching method, education quality often becomes compromised. Coupled with the free use of laptops and mobile phones during classes, distractions have become countless, often coming at the cost of focusing during class. 

• Establish a clear structure for online classes with specific goals, objectives, and expectations. 
• Utilize interactive tools such as breakout rooms and whiteboards for collaborative learning sessions.
• Incorporate creative activities such as video projects, online polls, and quizzes to keep students engaged. 
• Establish a strict discipline policy and enforce it to ensure that students are not using their laptops or mobile phones for other activities during classes. 
• Encourage students to take breaks between classes to avoid burnout and keep them refreshed and motivated. 
• Provide incentives such as rewards and recognition for students who complete their classes on time and are actively participating.

Also Read – Best Learning Experience Platforms to Consider for Online Education

9. Financial Hurdles

The cost of online education can be a financial burden for some students. These hurdles arise due to the financial challenge posed by the expenses associated with online learning. Such costs may include tuition fees, course materials, internet access, and technology requirements.

• Schools should offer scholarships to economically disadvantaged students. These can cover tuition fees, textbooks, and technology expenses.
• Schools should offer options for students to pay tuition and fees in installments, making it more manageable for those with limited resources.
• Offer financial counseling services to help students manage their budgets, explore financial aid opportunities, and make informed decisions about their education costs.
• Develop online work-study opportunity, allowing students to earn income while gaining valuable experience in their field of study.
• Advocate for government policies that increase funding for education and promote affordable online learning options.
• Provide loaner devices and internet connectivity assistance to students who lack access to necessary technology.

10. Acceptance by Teachers

Some teachers may simply prefer traditional education, either because they believe it is more effective or because they are more comfortable with it.

• Provide thorough training for teachers to enhance their digital literacy skills for online teaching.
• Ensure teachers have access to reliable technology, software, and technical support to reduce technological barriers.
• Communicate clear expectations and guidelines for online teaching, including assessment methods, communication protocols, and class schedules.
• Establish peer support networks where teachers can share experiences, tips, and best practices for online instruction.
• Implement regular feedback mechanisms, to allow teachers to provide input on online teaching methods, tools, and resources.
• Offer opportunities for teachers to attend conferences, workshops and webinars focused on online education.

Conclusion 

Where there is a problem,  there is always a solution. The current Edu Tech system in the online learning segment has many shortcomings not limited to the list above. That said, the segment is relatively young and even so has improved by leaps and bounds. The system is changing and evolving rapidly and is soon to become the norm in the education industry.

The online education world has multiple upsides and will make education cheaper and more widely available. Gone are the days of fixed curriculums and rigid subject choices as the new generation of students demands greater freedom in their education. Yet, the biggest hurdle that EdTech has to overcome is replicating the charm of in-person learning and making the experience more immersive as technical difficulties often get smoothened out over time.

1. How do educators adapt to the challenges of online education?

A. Educators must learn to utilize digital tools effectively, provide personalized feedback, and create a sense of community in the virtual classroom. They may need to adjust their teaching methods to accommodate different learning styles and ensure accessibility for all students.

2. What are some common technical challenges in online education?

A. Technical challenges in online education can include unreliable internet connections, difficulties with video conferencing platforms, and limited access to necessary devices or software.

3. What are the social and emotional challenges faced by online learners?

A. Online learners often lack the social connections and peer support found in traditional classrooms, leading to feelings of isolation, decreased motivation, and diminished accountability.

4. How does online education address the needs of diverse learners?

A. Inclusive online education should prioritize diverse learners’ needs, yet faces hurdles of equitable technology access, accommodating learning styles, ensuring accessibility for students with disabilities & balancing personalized learning with standardized assessments.

5. How can online education maintain student motivation and engagement?

A. Maintaining student motivation and engagement in online education presents challenges, but incorporating interactive activities, fostering discussions, providing timely feedback, and supportive a learning environment can enhance student engagement.

Senior Vice President – Business Development Over 25 years of experience in the edtech and workforce learning industry with strong skills in Business Development, Customer Relationship Management (CRM) and Strategy.

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• 4 Common Challenges Facing Online Learners

4 Common Challenges Facing Online Learners and How to Overcome Them

In 2018, about 3.3 million students attended college exclusively online, according to the National Center for Education Statistics . Online learning provides many benefits for students who want flexibility while attending college. Some advantages include:

• The ability to take courses on your schedule
• The opportunity to learn on any connected device, without having to relocate or attend class in person
• The opportunity to get to know students from different backgrounds in an online course setting

Between fall 2017 and fall 2018, the number of students who took at least some courses online grew 1.6% year-over-year. The benefits are clear, but online students may face some unique challenges compared to students who attend college on campus. Here are four issues to be aware of and how to overcome them.

1. Digital Literacy

To attend class online, you’ll need a certain degree of technological proficiency—including the ability to successfully log in, participate in classes, submit work, and communicate with teachers and classmates.

This includes understanding online communication etiquette and knowing student rights and responsibilities in an online learning environment.

How to Overcome This Challenge

Choose a school that provides access to a full range of support services, including technical support by phone, email, and live chat, which you can access when you have tech questions.

Pay attention to how your instructors ask that you label and submit files, and adhere to those requirements. Keep in mind these netiquette best practices for the online learning environment:

• Avoid typing in all caps (that’s perceived as yelling).
• Don’t be sarcastic.
• Contribute thoughtfully and meaningfully—only add comments or ask questions that are relevant.
• Be respectful.

Online learning may be a little different than what you are used to, so don’t be afraid to ask questions before you start participating in an online classroom.

You can learn more here about how online college works at Purdue Global .

2. Technical Issues

As an online student, you can access class wherever you have a connected device, but a strong internet connection is required. Low bandwidth and weak internet can affect how quickly you can connect and participate in class.

It may be easy to find a free Wi-Fi location, but the quality of that internet connection may be spotty. If you need to immediately work on something, you’ll need a fast connection.

For an online student, a reliable internet connection is key. If you plan on doing a lot of schoolwork at home, you’ll want a fast home internet connection. Opt for a high-quality home service, and know where to get help if you need technical assistance for your connection. It’s also good to have a list of reliable, Wi-Fi connected places you can visit nearby, such as a public library or coffee shop.

3. Time Management

Best Colleges surveyed 1,500 online students and found convenience and flexibility were the top reasons why students chose an online format.

Flexible scheduling is great for online students, but they often need it because they have responsibilities outside of school, such as work and family. This can make juggling school, work, and personal responsibilities a challenge. Great time management skills are crucial to succeed.

There are only 24 hours in a day. When you add school to your already-busy schedule, you must use your time wisely.

• Identify time-wasters. If you get distracted by social media or browsing the internet, use tools to block out these and other time-wasters when you need to focus on school. You can install a free website blocker app that blocks specific websites during certain times. When you complete a study task, reward yourself with a break to indulge in something fun and non-school related.
• Break down responsibilities. Create a to-do list for the week or every day with what you need to get done. Break down large responsibilities into smaller tasks, and use your list to determine the best times of day to tackle each task. Try to establish routines that make time management practices more habitual and easier to adhere to.
• Enlist help. Taking on the new challenge of being an online student means you’ll have less time to do the things you were used to. Ask family members, your partner, or your roommates to help with certain tasks and errands around home as you embark on this new journey.
• Avoid trying to multitask. It makes your work less effective and makes you less productive overall. Focus on completing one task at a time so you are constantly moving toward completing bigger goals.

Check out these additional time management tips for online students .

4. Motivation

Online learning requires motivation to complete tasks, stay engaged, and make progress. When you’re not surrounded by classmates and instructors in a physical setting, it may be tempting to procrastinate.

Some online learners may start out fully engaged and then discover that their motivation wanes. When this happens, they may fall behind.

Lack of motivation is a common challenge for all types of students. Be aware that this may be an issue and know how to overcome it.

• Show up. The more involved you are with your education, the more it's top of mind. Log in daily to see course updates and class discussions. Connect with other students and share questions or perspectives. Communicate with faculty. If you need help, ask for it.
• Schedule study time. You should make school a part of your schedule so you already have the time blocked off to check in. Remember to focus on one task at a time and use your time management techniques to make your study sessions more effective.
• Practice positive self-talk. Talking to yourself in affirming ways can help you stay focused on your goal and improve your confidence. Ultimately, you are the only person who determines your success. When you tell yourself positive statements regarding school, you'll start to ingrain those beliefs and reap the benefits.

It helps to keep your reason for pursuing your degree at the top of your mind, too; perhaps you want to provide a better life for your family or pursue your dream career.

Write down your reasons for attending school along with your short-term and long-term goals. Post them where you’ll see them, and cross off goals as you achieve them. Share your vision with a loved one, and ask them to check in with you regularly so you stay accountable.

Here are more tips for how to stay motivated when you go to college online .

No Matter What Challenges You May Face, You're Not Alone

Online learning may be new and different, but it also allows you to take the courses you need to earn the degree you want—all in a supportive and convenient setting.

Even if you’re facing challenges, believe that you can do this. Managing your time wisely and focusing on your goals are great ways to stay on track and accomplish what you want to get out of your program.

If you’re interested in going to college online while continuing to work, check out Purdue Global—we’re an accredited online university offering more than 175 degree programs.* Request more information today , and one of our friendly advisors will be in touch to discuss your goals.

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Promises and pitfalls of online education

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Eric bettinger and eric bettinger associate professor of economics of education - stanford graduate school of education, research associate - national bureau of economic research susanna loeb susanna loeb professor and faculty director - scale initiative, stanford university's graduate school of education, founder and executive director - national student support accelerator.

June 9, 2017

• 12 min read

Executive Summary

Online courses have expanded rapidly and have the potential to extend further the educational opportunities of many students, particularly those least well-served by traditional educational institutions. However, in their current design, online courses are difficult, especially for the students who are least prepared. These students’ learning and persistence outcomes are worse when they take online courses than they would have been had these same students taken in-person courses. Continued improvement of online curricula and instruction can strengthen the quality of these courses and hence the educational opportunities for the most in-need populations.

Online courses offer the promise of access regardless of where students live or what time they can participate, potentially redefining educational opportunities for those least well-served in traditional classrooms. Moreover, online platforms offer the promise, through artificial intelligence, of providing the optimal course pacing and content to fit each student’s needs and thereby improve educational quality and learning. The latest “intelligent” tutoring systems, for example, not only assess students’ current weaknesses, but also diagnose why students make the specific errors. These systems then adjust instructional materials to meet students’ needs. 1

Yet today these promises are far from fully realized. The vast majority of online courses mirror face-to-face classrooms with professors rather using technology to better differentiate instruction across students. As one new study that we completed with our colleagues Lindsay Fox and Eric Taylor shows, online courses can improve access, yet they also are challenging, especially for the least well-prepared students. These students consistently perform worse in an online setting than they do in face-to-face classrooms; taking online courses increases their likelihood of dropping out and otherwise impedes progress through college. 2

Online college courses are rapidly growing. One out of three college students now takes at least one course online during their college career, and that share has increased threefold over the past decade. 3  The potential for cost savings and the ease of scaling fuels ongoing investments in online education by both public and private institutions. 4  Online courses have grown in the K-12 sector as well. Florida, for example, requires each high school student to take at least one online course before graduation and the Florida Virtual School offers over 150 classes to students across the state. 5  An estimated 1.5 million K-12 students participated in some online learning in 2010, 6  and online learning enrollments are projected to grow in future years. 7

Non-selective and for-profit higher education institutions have expanded online course offerings particularly quickly. These institutions serve a majority of college-aged students, and these students typically have weaker academic preparation and fewer economic resources than students at other more selective colleges and universities. As such, their ability to provide useful course work, engage students, and build the skills necessary for economic success is particularly important. Their use of online coursework is promising to the extent that it can reach the most students in need and serve them well.

While online course-taking is both prevalent and growing, especially in non-selective higher education institutions, relatively little evidence has examined how taking a course online instead of in person affects student success in college. Our new study is the first of which we are aware to provide evidence on the effects of online courses at-scale at non-selective four-year colleges. It is also the first to assess the effects of online course taking at for-profit institutions. Nearly 2.4 million undergraduate students (full-time equivalent) enrolled at for-profit institutions during the 2011-12 academic year, and the sector granted approximately 18 percent of all associate degrees.

Our study uses data from DeVry University, a large for-profit college with an undergraduate enrollment of more than 100,000 students, 80 percent of whom are seeking a bachelor’s degree. The average DeVry student takes two-thirds of her courses online. The remaining one-third of courses meet in conventional in-person classes held at one of DeVry’s 102 physical campuses. The data include over 230,000 students enrolled in 168,000 sections of more than 750 different courses.

DeVry University’s approach to online education makes it particularly well suited for estimating the effects of taking online courses. Each DeVry course is offered both online and in-person, and each student enrolls in either an online section or an in-person section. Online and in-person sections are identical in most ways: both follow the same syllabus and use the same textbook; class sizes are approximately the same; both use the same assignments, quizzes, tests, and grading rubrics. Many professors teach both online and in-person courses. The contrast between online and in-person sections is primarily the mode of communication. In online sections, all interaction—lecturing, class discussion, group projects—occurs in online discussion boards, and much of the professor’s “lecturing” role is replaced with standardized videos. In online sections, participation is often asynchronous while in-person sections meet on campus at scheduled times. In short, DeVry online classes attempt to replicate traditional in-person classes, except that student-student and student-professor interactions are virtual and asynchronous.

Using variation in course-taking that arises both from changes in course offerings at particular campuses in a particular term and from variation across students in the distance that they have to travel to take in-person courses, we find that taking a course online reduces student grades by 0.44 points on the traditional four-point grading scale, approximately a 0.33 standard deviation decline relative to taking a course in-person (See Figure 1). To be more concrete, students taking the course in-person earned roughly a B- grade (2.8) on average while if they had taken it online, they would have earned a C (2.4). Additionally, taking a course online reduces a student’s GPA the following term by 0.15 points; and, if we look only at the next term GPA for courses in the same subject area or courses for which the course in question is a pre-requisite, we find larger drops of 0.42 points and 0.32 points respectively, providing evidence that students learned less in the online setting.

We also find that taking a course online, instead of in person, increases the probability that a student will drop out of school. In the semester after taking an online course, students are about 9 percentage points less likely to remain enrolled. This reduction is relative to an average of 88 percent of students remaining enrolled in the following term. Moreover, taking a course online reduces the number of credits that students who do reenroll take in future semesters. While this setting is quite different, we can compare the effects on online course taking to other estimates of effects of on college persistence. For example, the literature on financial aid often finds that $1000 in financial aid increases persistence rates by about three percentage points 8  and college mentorship increases persistence rates by five percentage points. 9

The negative effects of online course taking are concentrated in the lowest performing students. As shown in Figure 2, for students with below median prior GPA, the online classes reduce grades by 0.5 points or more, while for students with prior GPA in the top three deciles we estimate the effect as much smaller and, in fact, we cannot tell whether there is negative effect at all for this higher-achieving group. Thus, while online courses may have the potential to differentiate coursework to meet the needs of students with weaker incoming skills, current online courses, in fact, do an even worse job of meeting the needs of these students than do traditional in-person courses.

These analyses provide evidence that students in online courses perform substantially worse than students in traditional in-person courses and that experience in these online courses impact performance in future classes and their likelihood of dropping out of college as well. The negative effects of online course-taking are far stronger for students with lower prior GPA. The results are in line with prior studies of online education in other settings such as community colleges and highly competitive four-year institutions that also show that online courses yield worse average outcomes than in-person courses. 10

The current negative effect of online course taking relative to in-person course taking should not necessarily lead to the conclusion that online courses should be discouraged. On the contrary, online courses provide access to students who never would have the opportunity or inclination to take classes in-person. 11  As one indication, of the 5.8 million students taking online courses in the fall of 2014, 2.85 million took all of their courses online. 12  Moreover, advances in AI offer hope that future online courses can respond to the needs of students, meeting them where they are in their learning and engaging them in higher education even better than in-person courses are currently able to do. 13 Nonetheless, the tremendous scale and consistently negative effects of current offerings points to the need to improve these courses, particularly for students most at risk of course failure and college dropout.

The authors did not receive financial support from any firm or person with a financial or political interest in this article. They are currently not officers, directors, or board members of any organization with an interest in this article.

• Graesser, Arthur C., Mark W. Conley, and Andrew Olney. 2012. “Intelligent tutoring systems.” In APA Educational Psychology Handbook, Vol. 3: Application to Learning and Teaching , edited by Karen. R. Harris, Steve Graham, and Tim Urdan. Washington, DC: American Psychological Association.
• Bettinger, E., Fox, L., Loeb, S., & Taylor, E. (Forthcoming). Changing Distributions: How Online College Classes Alter Student and Professor Performance. American Economic Review .
• Allen, I. Elaine, and Jeff Seaman. 2013. Changing Course: Ten Years of Tracking Online Education in the United States. Newburyport, MA: Sloan Consortium.
• Deming, David J., Claudia Goldin, Lawrence F. Katz, and Noam Yuchtman. 2015. Can Online Learning Bend the Higher Education Cost Curve? American Economic Review, Papers & Proceedings, 105 (5):496-501.
• Jacob, B., Berger, D. Hart, C. & Loeb, S. (Forthcoming). “Can Technology Help Promote Equality of Educational Opportunities?” In K. Alexander and S. Morgan (Editors),  The Coleman Report and Educational Inequality Fifty Years Later.  Russell Sage Foundation and William T. Grant Foundation: New York.
• Wicks, Matthew. 2010. “A National Primer on K-12 Online Learning. Version 2.” Vienna, VA: International Association for K-12 Online Learning.
• Watson, John, Amy Murin, Lauren Vashaw, Butch Gemin, and Chris Rapp. 2012. “Keeping Pace with K-12 Online Learning: An Annual Review of Policy and Practice 2011.” Durango, CO: Evergreen Education Group. And Picciano, Anthony G., Jeff Seaman, Peter Shea, and Karen Swan. 2012. “Examining the Extent and Nature of Online Learning in American K-12 Education: The Research Initiatives of the Alfred P. Sloan Foundation.” The Internet and Higher Education 15(2): 127-35.
• Bettinger, Eric P. 2004. “How Financial Aid Affects Persistence.” In Caroline Hoxby (Ed.), College Choices: The Economics of Where to Go, When to Go, and How to Pay for It . University of Chicago Press.
• Bettinger, Eric P., and Rachel B. Baker. 2013. “The Effects of Student Coaching: An Evaluation of a Randomized Experiment in Student Advising.” Educational Evaluation and Policy Analysis, 36 (1):3-19.
• See for examples: Figlio, David, Mark Rush, and Lu Yin. 2013. “Is It Live or Is It Internet? Experimental Estimates of the Effects of Online Instruction on Student Learning.” Journal of Labor Economics, 31 (4):763-784; Couch, Kenneth A., William T. Alpert, and Oskar R. Harmon. 2014. “Online, Blended and Classroom Teaching of Economics Principles: A Randomized Experiment.” University of Connecticut Working Paper; Xu, Di, and Shanna Smith Jaggars. 2014. “Performance Gaps Between Online and Face-to-Face Courses: Differences Across Types of Students and Academic Subject Areas.” The Journal of Higher Education, 85 (5):633-659; Hart, Cassandra, Elizabeth Friedmann, and Michael Hill. 2014. “Online Course-Taking and Student Outcomes in California Community Colleges.” Working Paper; and Streich, Francie E. 2014. “Online and Hybrid Instruction and Student Success in College: Evidence from Community Colleges in Two States.” University of Michigan Working Paper.
• See, for example, Joshua Goodman, Julia Melkers, and Amanda Pallais, “ Can Online Delivery Increase Access to Education? ” National Bureau of Economic Research working paper 22754, October 2016.
• Online Report Card – Tracking Online Education in the United States , the 2015 Survey of Online Learning conducted by the Babson Survey Research Group and co-sponsored by the Online Learning Consortium (OLC), Pearson, StudyPortals, WCET and Tyton Partners.
• See, for example, the Open Learning Initiative at Carnegie Mellon University.

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The Digital Divide: Researching the Challenges of Online Learning for Many Students

In this lesson plan, students will learn about what remote learning means for children without stable housing. Then, they will research the online education plan in their region.

By Nicole Daniels

Find all our Lessons of the Day here.

Lesson Overview

Featured Article: “ She’s 10, Homeless and Eager to Learn. But She Has No Internet. ” by Nikita Stewart

In recent weeks, many schools have turned to online learning in an attempt to stop the spread of Covid-19, the disease caused by the novel coronavirus. On March 23, the New York City public school system moved its 1,800 schools online. However, the city has an estimated 114,000 children who live in shelters and unstable housing, which makes offering accessible online education a challenge.

In this lesson you will read about several New York City kids who are navigating online education while living in homeless shelters or homes without internet access. Then, you will create a “one-pager” response to the article, or research your region’s plan for providing online education for students who are homeless.

The featured article profiles six children and teenagers in New York City, beginning with this three-minute video focusing on one child: Allia Phillips. As you watch the video, write down your responses:

One quote from the video that you found moving or insightful.

Two questions or ideas that you have after watching the video.

Three images or stills that you found interesting or meaningful.

She’s an Honors Student. And Homeless. Will the Virtual Classroom Reach Her?

This week new york city’s public schools began remote learning. but for the more than 100,000 students who are homeless, virtual education may be out of reach..

“Can you move just a little bit to this way? Perfect.” “A-L-L-I-A, my name is Allia Phillips. I am 10 years old. I live in New York, New York. And I live in a shelter. And I love playing violin. OK, I’m going to have to stand up for this. A lot of things are really happening right now, like Covid-19. [Violin playing] I’ve heard that it is a very contagious virus. And when people get it, a lot of people have to go to the hospital. But some of them have to get isolated. It’s changed my life because now, we don’t get to go in school. My teacher told us that she didn’t know if it was going to close for the whole year. Ta-da.” “You’ve got blanky fuzz in your hair. Right now, me and Allia are actually living in a family shelter.” “I don’t like the way you brush it. You brush it so hard. Basically, it’s one room with a bathroom, and then one bed and a bunk bed. I guess, it’s now my classroom, too.” “I got contacted by her school to go pick up her iPad device. And her iPad does not have internet. The shelter that we’re in, they do not allow internet. What classroom stuff are we going to do today? Math?” “Well, science is already too hard. It keeps on pausing itself, just freezing.” “Oh OK, I will look into that in a little bit.” “Across the room.” “And see what’s going on. I have a cellphone. We use the hot spot. I don’t have a lot of data. And it’s a little spotty and slow. Essentially, that’s just where we’ve been is puttering outside to get a better signal, hoping it gets better.” “A school has 17 tables in the cafeteria. Each table has 12 seats.” “I am worried that children are going to get left behind because they don’t have their devices or they didn’t have the access to the internet. Let’s try that one again.” “So we’ll probably have to redo our whole grade, and relearn everything we already know.” “Right now, my biggest worry for Allia would be the social interaction. My mother, who’s disabled, and her service animal lives with us. So we’re all in this really tiny space.” “Yeah. I’m worried about that because my grandmother, she is really old. And if she gets it or if my mother gets sick, they could get hurt. And if they both get it, who’s going to take care of me that day? And then if we’re all locked in the same room, how are we going to be safe?”

Now, read the featured article in its entirety to learn more about Allia and other young people in New York City who are also navigating online education without having permanent housing.

Questions for Writing and Discussion

Read the article , then answer the following questions:

1. In your own words, summarize the different struggles that students, parents and school administrators have faced during New York City’s move to online education. Then, summarize some of the attempted solutions and their effectiveness.

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Online learning is still challenging for students – they need our support

Isolation and distraction are among the downsides of remote learning, even after two years of “panic-gogy”, which makes intentional online design and student support as important as ever

Jason M. Lodge

.css-76pyzs{margin-right:0.25rem;} ,, paula de barba, jaclyn broadbent.

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Much has been written about “emergency remote teaching” or “ panic-gogy ”. Some of this commentary has been highly critical of online learning, suggesting it is entirely inferior to on-campus learning.

However, the situation that emerged during the pandemic cannot be taken as an indication of what high-quality online learning looks like. Some aspects of high-quality learning in physical classrooms carry over to other modes, but others require redesign and a fundamental rethink.

• Why online learning must remain part of the education toolkit
• Collection: Higher education goes hybrid
• What ‘norms’ support successful learning design collaborations?

Now, as many higher education institutions around the world prepare for a new semester, trimester or academic year, uncertainty about face-to-face classes continues with the latest wave of Covid-19 infections. Online learning is again set to feature heavily in the delivery of higher education for the second half of this year and beyond. 

Why online learning is difficult for students

Within this complexity, online learning remains challenging for students for five core reasons.

1. Online learning can be isolating

The feeling of isolation when learning online is not helped by webinar technologies (such as Zoom) because we all still find multimedia interaction in real time in different places weird. The Australian national Student Experience Survey data on sense of belonging have taken a dive in the past two years because interaction online is foreign to students and teachers compared with entire lives spent interacting face to face with others.

2. Flexibility puts pressure on students

Increased flexibility puts more of an onus on students to judge their own progress and make good choices. Inherent in the flexibility afforded by online learning is more choice about the time and space dimensions of study. Not everyone has the capacity to make good judgements about their learning and act wisely on those judgements. These capacities rely on what is termed “self-regulated learning”, which is an area of research that we are heavily engaged in .

3. Students don’t always know where to get help in online environments

Because interaction is difficult online and many students struggle with self-regulated learning, help-seeking can be a problem. This issue manifests in two ways: students don’t recognise when they need help, and they either don’t know where to get help or feel uncomfortable about accessing virtual help.

4. Learners process material differently online

Students working remotely learn differently from those in physical environments. This has been called the “ screen inferiority effect ”. There is uncertainty about how much difference there is between acquiring information online as opposed to in physical environments, but there is enough research to suggest that there can be a cost to online learning with regard to the effectiveness of the time spent.

5. It’s easy to get diverted from study online

Given all the distractions that are only one click away, students are easily diverted from online study. Those distractions are designed to grab attention and maintain engagement. Distractions include everything from streaming services and social media to online games. These distractions then lead to time off the task of learning or to multitasking. Both have been found to be severely detrimental to progress.

Core fundamentals of learning

The core fundamentals of learning underpin learning across modes. Paraphrasing (and with apologies to) Richard E. Clark , the nutritional value of a truckload of vegetables doesn’t change because you transfer it to a train. Engagement , interaction, interest, motivation, time on task and attention are critical elements regardless of the mode of delivery.

Quality online learning does not involve simply copying the approach to teaching in a physical environment and doing more or less the same thing online. Different strategies and tactics are required for good online learning. These are arguments that have been made numerous times in the past two years.

Flip side of flexibility

Online learning has undoubtedly created many opportunities for students in equity groups to engage with higher education when they otherwise might not have been able to. Online learning, particularly the use of webinar technologies, has allowed higher education institutions to operate during the Covid-19 pandemic. The increased flexibility afforded by digital networked technologies has given students choice in when, where and how they study. These are all good things.

However, the advantages provided by online learning are not a panacea that will lead to cheaper, easier and quicker higher education. Technology companies would have us believe that their tool or platform will “fix” online learning, revolutionising education.

History has shown that no technology or platform is the silver bullet for technology-enhanced or online learning. Decades of research demonstrate that online learning can be challenging for students for many reasons.

This large body of research also suggests that developing high-quality online learning involves three key factors:

• the fundamentals of high-quality learning such as engagement and interaction
• deliberate design of high-quality learning specifically for digital learning environments
• explicit support for students to give them the skills to learn effectively online, which include being able to make good judgements about progress and know how to take appropriate action on those judgements.

Online learning might be foreign or difficult for students. However, if it is well designed and evidence informed and incorporates ways of deliberately helping students to learn how to learn in these new environments, online learning can and does provide opportunities that a traditional approach locked to specific times and places does not.

Jason M. Lodge is associate professor in the School of Education and academic lead – student learning in the Institute for Teaching and Learning Innovation at the University of Queensland.

Paula de Barba is a postdoctoral research fellow at the Melbourne Centre for the Study of Higher Education at the University of Melbourne.

Jaclyn Broadbent is associate head of school (teaching and learning) in the School of Psychology and an associate professor in the Centre for Research in Assessment and Digital Learning Environments (CRADLE) at Deakin University.

If you found this interesting and want advice and insight from academics and university staff delivered direct to your inbox each week,  sign up for the THE Campus newsletter .

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5 Common Online Learning Problems and Solutions

Aida Elbanna Mobile Learning , Remote Learning , Skolera LMS , Virtual Classrooms Comments Off on 5 Common Online Learning Problems and Solutions 9,432 Views

Let’s discuss the most common online learning problems and solutions!

We get that adapting to an online learning environment can be a bit difficult for some people, especially students and teachers who have recently switched to this method of learning. 

That’s why we’ve decided to discuss, in this article, the most common problems of online learning that you might face and all the possible solutions to get the best outcomes for your students. 

Problems of Online Learning

Lack of interaction/motivation/ being bored.

One of the main difficulties of online learning is that teachers constantly find students lack the drive to learn something new. When students find no motivation to learn, study, or focus during the lesson, it can be frustrating and discouraging for teachers as well.

Lack of Student-Student Interaction

  In a traditional classroom, sometimes teachers would allow 5-minute breaks or extra time in between the lesson. This often encourages students to interact with one another and connect with their classroom peers. Usually, teachers also assign pair-based activities that let students work together towards a common goal. 

This social element is quite important for boosting class morale and building companionship. One of the issues with online learning is that teachers generally neglect this factor as they become too preoccupied with delivering the class content only. 

Internet Problems 

One of the challenges faced by students in online learning is the poor Internet connection. This can be an annoying and frustrating problem for students as they may find it difficult to keep up with the teacher with constant disturbances. 

E-learning School : A Huge Shift in Education

Lack of Discipline 

Many teachers face challenges with online learning as students are generally beyond their control and supervision. Teachers may feel frustrated when he/she realizes he is explaining something but students are not following or are easily distracted. 

So besides technical issues in online learning, teachers sometimes struggle with maintaining discipline in a virtual environment. 

Time Management for Students

With the sudden and swift transformation to online learning especially within the last couple of years, there have been quite a few issues for students. One issue that stands out is poor time management. When a student is learning from the comfort of his/her own bedroom or perhaps even from the bed, it can be difficult to feel productive. 

After 5 minutes of studying, a student may find himself/herself picking up the phone to scroll through social media platforms. At the end of the day, they realize that they haven’t studied properly or sufficiently. 

Solutions to Online Learning Problems

Here are some solutions to common online learning issues for both teachers and administrators:

Give digital literacy courses to teachers before the academic year

Because the shift to online learning can be difficult for many teachers, the school has to ensure the teachers are properly equipped and skilled in the digital sphere. This can take the form of digital learning courses prior to the academic year, and regular follow-ups with the teachers throughout the year for potential troubleshooting or system breakdowns. 

This might initially seem overwhelming for school administrators to implement. However, it only takes some planning and determination to make sure that the virtual learning journey goes smoothly till the end of the year.

Not only will teachers feel comfortable probing the virtual learning world, but they will also be more confident to come up with new techniques and methods to maximize efficiency year by year. 

Ever heard of Skolera’s solutions? Skolera learning management syste m can get all your school administrative information automated with fully equipped SMS and LMS platforms. Our platform will streamline all your school’s operations while giving you premium support. We offer the best features in our LMS solution that will guarantee you a seamless and effort-free management experience. 

Introduce different interactive learning strategies to boost engagement 

When students are feeling bored or demotivated to engage in class, it is the teachers’ duty to revive their interest in the learning material. Here are 3 different strategies to try out this semester:

Problem-Based Learning

Problem-Based Learning can be a great addition to your list of motivational classroom strategies. If included in the lesson, PBL may help learners acquire critical thinking, communication and problem-solving skills. Other benefits include: learning teamwork, becoming more literate in research methods and techniques, learning the importance of analytical skills, and working independently.

Learning by Teaching 

What is special about this technique is that it changes the whole teacher-student dynamic in the classroom. Instead of a traditional lesson in which the teacher talks more and explains things, students are encouraged to partake as well. Research has indicated that when students teach the learning material, they retain information more smoothly.

In your next online lesson, assign presentations to your students at the end of the class. Each pair/group of students may pick a topic and discuss it with the rest of the class. They can even prepare questions to encourage the rest of the students to participate. 

Virtual Field Trips 

If you are a teacher in the fields of biology, chemistry, or history, virtual field trips would be an immense addition to your online classes. Academic virtual trips may appeal to your students who regularly learn from books and written material.

This will be visually appealing and interesting to implement as well. Several websites offer this experience for historical places, artefacts, museums, etc.

Student Debates

Traditional classroom student debates are a great way to increase participation in classes that are lacking it. They not only teach students the value of speaking up, but also effective argumentation skills, and how to respect others’ viewpoints.

It may seem challenging to have an online student debate at first.

The secret, though, is to plan everything out carefully and take into account the occasional voice lags and unstable internet connections.

You can start by introducing a controversial question: conduct a poll to separate the pro-and con-siders, then allow each side time to present its case. The debate can then be led by a representative speaker from each team after that.

Unlike traditional lessons, which are typically mundane and one-sided, this approach will keep your students engaged and eager to participate.

Read more: The Role of a Teacher in Modular Distance Learning – 6 roles!

Collaborative learning

According to Barbara Leigh Smith and Jean T. MacGregor, 

“ Collaborative learning” is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. Usually, students are working in groups of two or more, mutually searching for understanding, solutions, or meanings, or creating a product. Collaborative learning activities vary widely, but most center on students’ exploration or application of the course material, not simply the teacher’s presentation or explication of it.”

Bruce Tuckman, the American Psychological Researcher and Professor, devised Tuckman’s five-stage model to define the process of group development.

As seen in the image above, the process consists of Forming, Storming, Norming, Performing, and Adjourning. Therefore, it is clear that each stage is a prerequisite to the next one for a successful group project to work.

For collaborative learning to work, teachers need to guide every transition and ensure that students are on track and focused. 

Follow up with students after each lesson to make sure everything is clear 

To avoid the problem of students feeling lost or frustrated after online classes, try carrying out extra meetings for those students that need more class attention. It will help if you plan specified virtual office hours dedicated to addressing students’ queries and gaps in comprehension.

You need to remember that not all students function the same way; neither do they retain information at the same pace. Addressing this problem will definitely make the whole online learning journey much more productive for students.

Introduce an incentive system to indirectly assert discipline with students  

The problem of discipline in an online learning environment can be maintained by implementing an incentive system that will make each student think twice before disrupting class time.

It is a great way to build connections with the students and keep them constantly wanting to do their best.

This article is a great resource for teachers who want some inspiration on building a class incentive system. 

Finally, we discussed the most common online learning problems and solutions. This article was mainly concerned with the most common online learning problems that students and teachers face today.

We also discussed how teachers and school administrators can overcome these challenges using some tweaks in the system and different teaching approaches.

A teacher needs to pinpoint his/her students’ concerns and struggles and work on solving them accordingly. 

About Aida Elbanna

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Home > Blog > Getting Into College > Challenges in College > The Many Challenges Of Online Learning! How To Overcome Them?

Challenges in College , Getting Into College , Tips for Online Students , Tips for Students

The Many Challenges Of Online Learning! How To Overcome Them?

Updated: June 19, 2024

Published: November 11, 2021

Before the COVID-19 pandemic swept the world, online learning was growing in its popularity. With the rapid onset of the virus, many schools had to reposition themselves to operate online. There are many upsides to online learning, but there are also some challenges of online learning.

Here, we will break down what online learning means, the challenges of online education, and ways in which students can overcome the problems of online learning.

What is Online Learning?

Online learning refers to education that takes place over the internet. Online learning may also be called “e-learning.” It sits under the umbrella term of distance learning. This means that rather than learning within a classroom, students can access their course materials online and learn from a distance away from a school campus.

Online learning can take place with live lectures using video technology such as Zoom, or it can take place with pre-recorded lectures and materials. In the latter case, students have the flexibility to log online at their convenience and learn at their own pace.

Challenges of Online Learning and How to Overcome Them

There are many advantages to learning online, which we will cover shortly. But first, let’s take a look at some of the challenges of online learning and methods to transform the cons into pros.

Technical Difficulties

In any environment that relies on technology, technical difficulties are bound to arise. If a student is learning or a teacher is trying to teach, and the internet connection is disrupted, the class is put on hold. There are situations in which monitors are delayed, and it’s hard to stay in real-time with live lectures, or the WiFi is spotty, and you lose out on hearing key information.

While you cannot always control your internet connection, you can control how you deal with it. Should a technical difficulty occur while you’re trying to learn, inform your professor or the institution to let them know what’s happening. They may be flexible with the deadlines of your work or provide a recording of the class.

Time Management / Staying Motivated

Time management can be cited as a major pro to online learning, but it can also be considered a con. This is especially the case if you are easily distracted or unmotivated to pace yourself properly. With online learning, students have to have a lot of self-motivation and be proactive in removing distractions from their learning space. Distractions may be children, family members, friends, pets, or other technological devices such as phones.

To make the most of your online learning experience, it’s useful to set up a quiet and dedicated study space . Set short-term goals, and when you accomplish them, then you can reward yourself with a break. 

When you are used to a physical classroom setting, you are likely to show up in the mindset to be focused on learning. However, when you transfer your learning environment to wherever you have internet access, you may find yourself learning from home, a coffee shop, library, friend’s house, or even outside.

While this flexibility may be nice, it could also be hard to stay focused. Along with the point above of properly managing your time and study space, keep a running list of your short-term and long-term goals when it comes to your education. Refer back to that list whenever you feel distracted.

It may be useful to connect with your peers who are also learning online and work “together” even if you are physically in separate locations.

Socialization

On the point of conversing with your peers, some students may find that the online learning problems may affect one’s social life. When you’re in a classroom with other students, it’s easy to get to know one another and connect based on similar interests.

The good news is that even if you’re learning online, there is a lot of technology that can promote social interaction while you are in your online learning environment. For starters, many schools utilize learning platforms that allow for interaction.

For example, at the University of the People, students use Moodle to partake in forums with fellow classmates to share their perspectives with one another. You also can connect with fellow students via social media and grow the connection to meet in real life. 

The Benefits of Online Learning

Although it seems like the challenges of online learning may consist of a long list of hardships, the reality is that there are likely to be more upsides than downsides. This is especially true if you approach online learning with a positive mindset and focused attitude.

Students who choose to learn online, especially when it comes to higher education, can reap the benefits of:

• Flexibility: You no longer have to base your schedule around when lectures are offered. Instead, you can log on to your computer to learn whenever you can. This makes it easier to balance your social life, family commitments, work responsibilities, and more.
• Self-paced: It’s rare to find an entire classroom of students who all learn at the same pace. With online learning and pre-recorded lectures, students have the power in their hands to rewind, rewatch, and pause lectures to take notes, revisit topics, and learn at whatever pace is most conducive to their understanding.
• Global Perspective: With traditional college campuses, there exists a geographic barrier to entry for some students. For example, if a student in South Africa wishes to attend a college in Los Angeles, then there are extra costs that come along with doing so, as well as the need for a student visa. When it comes to online learning, the physical and geographic barriers are non-existent. This allows students from every corner of the globe to be placed in the same learning environment to connect and share diverse perspectives.
• Affordability: When you compare traditional on-campus college to online institutions of higher education, it’s common to find that the online option will be more affordable. Granted, online colleges have less overhead costs than large for-profit campuses, which translates into lower costs for students.

Take the University of the People as an example. Our 100% online and accredited university is tuition-free. Students from over 200 countries and territories are in attendance earning their degree or non-degree certificates from our selection of programs. 

Final Thoughts

The challenges of online learning are easy to overcome if you are willing to put in the work and address them. While some of the problems of online learning are not in your control (i.e., technical issues), most of the significant challenges are solvable with a positive mindset, planning, and a strong desire to learn.

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5 problems e-learning students experience, and how to overcome them

When historically established methods in any industry are challenged, reimagined, developed and redistributed, a period of acclimatisation for everyone involved is inevitable.

Even the first Industrial Revolution initially fell flat due to the opposition of sceptics, those who were fearful of change, and the machine-smashing luddites. However, there do exist irrepressible waves of change, and if the modernisation of traditional education is a requirement moving into the current fourth Industrial Revolution, prevalent distance education is something we should very much start getting used to.

Here are five problems new students enrolling on online courses might run into, but don’t worry, we’ve also included ways to overcome these concerns so you can make the very best of your online learning opportunities.

Struggles to adapt

Problem: The prospect of having an entire university experience compacted into a personal electronic device is unusual to say the least. It can be unnerving for students who have only ever known traditional classroom settings. Traditionally, a degree of passivity is expected during lectures, particularly when note-taking and listening, while discussion with tutors is allotted a limited time. Online learning demands springing into action, accepting course material in a variety of multimedia formats, and taking part in online discussions which can continue indefinitely.

Solution: First and foremost, an open heart and mind is necessary to be able to accept change and reap the many benefits of e-learning. Secondly, an understanding of the advantages of online education is essential. You can then utilise all of the benefits e-learning can afford you – empowering flexibility, personal tutor guidance, worldwide contact network, 24/7 access to course materials and student support. Once you get started on your online course, you may wonder how you ever learned any other way.

Credibility

Problem: Often, the worth of online learning is not fully trusted, nor given the respect it deserves. Though qualifications are accredited by esteemed university institutions, validity and credibility is met with scepticism because the format is relatively new, and the progress of students is not overseen in the flesh. The perceived value in attending a campus institution, the social education, is also viewed as something not to miss, which can lead to cynicism when considering enrolling in online degree programmes.

Solution: As far as the worth of online education is concerned, employers tend to see the benefit of hiring those who have succeeded online because of the implicit job skills e-learning requires – discipline, initiative, and time-management, as well as technological familiarity. Plus, accreditation from institutions like The University of Law, the UK’s oldest specialised legal training provider, or DeBroc School of Business, is gold-standard in terms of quality of materials and tuition, no matter if you’re on campus or studying online. In relation to the sociability of online learning, remember, you have the flexibility to study anywhere, anytime. Manage your time well, and you might end up with even more time to socialise than your on-campus counterparts. Plus, more money to socialise with.

Outdated hardware and software

Problem: Online learning makes standardised education accessible to students all around the globe. This is a spectacular advantage for online education providers, students in remote locations, and those without the funds to commence traditional campus study programmes where fees and student debt frequently eclipse the joy of learning. However, e-learning does require the necessary computer equipment to run online learning platforms. This can potentially pose problems for students and schools with old, outdated hardware and software.

Solution: While a host of obvious solutions may spring to mind – getting a newer computer, for example – for some that simply may not be possible. However, there are solutions offered by e-learning providers that tackle a wide range of problems faced by students. Course materials are downloadable, which means given time and a little organisation an entire course can be downloaded and the materials studied offline. Learning platforms may also employ a nifty video feature called “Dynamic Stream Switching”, which allows for varying strength of connection and bandwidth in real-time. That means your content always streams, no matter what speed of internet connection is available to you.

Managing time well

Problem: While learning online offers the ultimate freedom to organise your studies around your private and professional commitments, it can lead to complacency and a false sense of security if the appropriate dedication and time is not set aside for serious study. Online courses are every bit as detailed and demanding as their offline counterparts, though this realisation may not be fully formed yet in the Zeitgeist of our time. The intangible, digital nature of e-learning means that bad time-management could lead to failure.

Solution: Time management is something that can be practiced, and with a little discipline, can eventually become a vital asset in the overall skillset of a professional. Keeping prioritised to-do lists, making a study calendar, keeping a diary, using phone apps, are all good habits to nurture. Moreover, the learning platforms themselves are nearly always designed to help you do just this. With platform notifications on upcoming deadlines, email reminders, progress tracking on assignments, and handy tutor feedback direct to your inbox, you need only ever consult your mobile to find out exactly where you are in your course. Getting down to serious study is, as it has always been, down to you.

Discipline and motivation

Problem: Working towards any goal requires dedication and motivation and, on the face of it, studying online can seem fraught with opportunities to lose these qualities. For one, there is the unlimited distraction of already being on the internet; social media, YouTube and news websites are as present as your next assignment. A lot of valuable study time can pass if you don’t monitor your internet usage closely. Given the abstract nature of online learning, motivation in particular can take a hit, especially if you have already spent the day at work in front of a computer screen.

Solution: While advice for staying motivated and disciplined when working towards a goal can be extremely general, when it comes to online education, you can benefit from some specialised tips to keep your eyes on the prize. Firstly, whether you are already employed or not, while undertaking an online qualification it is prudent to treat your studies as if they were an extra part-time job; complete with working hours and repercussions for arriving late and underperformance. Secondly, because of the flexibility of online learning, you can choose a location that you love; a café, a park, a museum, or your favourite library, the choices are endless. Thirdly, keep in mind the very first pay check you’re going to receive. This is part of the real reward for your hard work now.

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Top 10 Challenges of Online Learning As A Student

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The struggle is real!

The world experienced a tech revolution in 2020 as COVID-19 hit. Suddenly, chaotic classrooms turned into a silent place. The education department faced a whole new transition as the entire system was pushed online. Most students had complete and easy access to study while sitting at home. Even though this shift from offline to online excited the students in the beginning, the preceding results showed the complete opposite. Let's discuss the top 10 challenges of online learning faced by students.

Top 10 Challenges of Online Learning 

Online learning has revolutionised education by offering flexible and accessible opportunities for individuals to acquire knowledge and skills from the comfort of their own homes. However, some challenges of online learning are often encountered. As learners navigate the digital landscape, they encounter a few challenges that require adaptation and resilience. In this blog, we will explore some of the key online learning challenges faced by students and discuss strategies to address them, ensuring a successful and enriching educational experience.

1. Lack of Motivation

The first phase of online learning was seen with a high level of excitement. However, as the process continued for a couple of weeks, students started to lose motivation. Most students felt as if they were staring at the wall and were hardly motivated every single day to get up and start online classes. One of the major problems faced by students in online classes is that they feel demotivated to sit in front of a screen for hours unless it's something of interest. 

How to cope:

Students can be asked to switch on their cameras to inculcate a sense of face-to-face interaction. Playing games related to the subject can be a win-win to keep the students motivated. Additionally, introducing student mental health services such as counselling and workshops is crucial for supporting their overall well-being amidst the challenges of online learning.

2. Lesser Attention Span

Another major online learning challenge is it becomes very difficult for the students to concentrate and grasp whatever is taught in online classes. This mostly happens because of a lack of interaction between the student and the faculty. If observed, the students are completely attentive in the initial minutes and understand whatever is taught; however, after a certain amount of time, the student gets distracted. Due to this, students often face difficulties while self-studying or preparing for exams. This is one of the major online learning challenges that students deal with for a sufficient amount of time. 

Students can organise specific spaces to study or sit for online classes. They can take inspiration after going through tips for organising your room . This will help them prepare a space to study in. This helps train the brain and sets the atmosphere, which helps in studying better and overcoming the challenge of online learning. The students should try and set a specific study table in the corner of the room with minimal distractions. After this, it is very crucial to reflect on how to increase attention span and inculcate those habits.

3. Too Many Distractions

Another common challenge of online learning is a handful of distractions always surround you. When you're studying in an online learning environment, no one can see or hear you. Such a situation encourages students to start engaging themselves in other things. In many cases, students log in to the meeting but surround themselves with many distractions. One of the most common problems faced by students in online classes is they are easily prone to distract themselves and not concentrate on the knowledge they have been provided.  

Students can decide upon a dedicated study area that feels like a classroom, for example, a desk and chair. They can also try the Pomodoro technique and stay focused for a longer period of time without getting exhausted. Continue taking notes on the best-note taking apps so that you don't miss out on anything important. Most importantly, set a time frame for your smartphone usage to overcome this challenge of online learning. 

4. Lack of Clarity & Timely Feedback

Receiving timely feedback to reflect on and improve academics is crucial. One of the major challenges of online learning is that students are unable to comprehend instructions. It is very important for them to understand the instructions to analyse whether they are doing the projects accurately or not. In such times, effective communication between teachers and students plays a very important role.

Students can use study apps and continuously take notes to ensure that they do not miss any important information. Additionally, students can try to reach out to their teachers and ask questions to solve queries and clear doubts.   

5. Unawareness of Specially-Abled Children

The visually impaired students learn with the help of braille, whereas hearing-impaired students study noises in detail. One of the biggest challenges in online classes is that most of the knowledge is imparted through videos. In the phase of online learning, many specially-abled students were ignored as videos were one of the main graphics used for online teaching. It was one of the major challenges of online education for this batch of students. 

Students can set up a schedule that they can stick to. Setting up a comfortable study station will also help students with special needs stay concentrated for longer hours. Ask teachers to provide you with study materials so you can review them later throughout the day and revise what the class covered.  

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6. Lack of Technology Facilities

The major chunk of the population is distributed in rural as well as urban areas. Strong connectivity and the devices are always available. This creates barriers in the process of online learning. Additionally, sometimes, due to overloading on a single site, there are high chances of the website crashing. This delays the classes, and students do not get enough time to cover the syllabus. This is one of the most common challenges of online learning faced by students since not every child may have a device to learn on. This is something that can be covered by student internship and learning services , helping you gain first-hand experience on a subject matter.

Talk to your mentors and instructors and share what technical issues you are facing in online learning. Ask what solutions can be implemented to deal with this situation. Universities usually offer technical support and have a designated team for it. Students can also discuss their hindrances with them and get an all-time solution.

7. Health Issues 

The schedule for online classes is the same as the 6-7 hours of school. Continuous screen time for such a long period of time takes a toll on a student's health. Health issues are one of the commonly faced online learning challenges. Online classes disrupt the daily routine to some extent, as there are no specific meal times. Exercising is usually overlooked, which decreases the body's ability to stay fit and causes frequent illness. 

To make sure students do not go through this, the students should focus on taking small breaks between 2 lectures and try to stay away from any screens during the break. Go for a walk or take a power nap. Additionally, there are some of the best healthcare apps for students that help them monitor and check their health. 

8. Lack of Productivity

One huge drawback of online classes is that students have to sit in one place for hours, which encourages lethargy. The student is tired most of the time and is least interested in taking up another activity. The students may choose to sit in one place, scrolling through their phones rather than doing something productive. This can be a major challenge of online learning for students in the long run. Here are a few tips to stay proactive during online studying.

Students can take up their hobbies or try finding new interests. This was one of the problems faced by students in online classes on a maximum level. Post the pandemic, many opportunities have been explored, and one of them is work-from-home internships. Several benefits of online internships can help students in the long run.

9. Poor Time Management

Greater and effective time management causes less anxiety and results in better academic performance for the student. In reality, many students struggle to manage their studies with their day-to-day lives. For instance, if work is assigned to students, many of them are seen starting the work a day before the submission. This is a very common example of poor time management. This is one of the challenges of virtual learning that can lead to poor academic performance as they can face anxiety. 

Students can lay out specific periods for specific activities they do throughout the day. They can go through some tips on time management to map their day out. In such cases, prioritisation plays a crucial role. Students can use the Eisenhower matrix technique to do the same.

10. Increased Dependency on Tech

Students choose to copy work from external sources and submit the assignment. Students are rarely encouraged to do assignments and often take shortcuts. To encourage participation and communication among the students, professors assign group assignments. However, the student becomes dependent on others to complete the assignment; this usually happens as students lack creativity and are demotivated to work. Increased dependency on others is also one of the major challenges of online education. 

In such cases, the tasks that are assigned can be alloted keeping in mind the common interests of students.

Challenges of Online Teaching

Not just the students, teachers also face a lot of difficulties and challenges in online education when it comes to teaching students. Here are some online teaching challenges:

1. Engaging Students

One of the challenges of online teaching for teachers is engaging students on a virtual basis. Students being distracted is quite common in online classes, as they attend from their homes and the comfort of their bedrooms. They lose concentration, and it becomes one of the major challenges of online teaching to keep the students engaged throughout the lecture. 

2. Teachers Lacking Technical Knowledge

As the virtual classes started abruptly, teachers didn't have time to become technologically proficient. This makes the class slow-moving and not as interactive as it should be, which is one of the challenges of online teaching. This kills a lot of time for both students and teachers, making the class unproductive and boring. 

3. Keeping Track of Assignments

Not just the classes but keeping an immaculate record of every student's assignments also becomes a challenge of online teaching. Keeping track of assignments and whether students have honestly completed them themselves or have used AI tools such as ChatGPT is a bigger question for teachers to solve. This makes them doubt every student's credibility, making it difficult to give grades. 

4. Unplanned Digital Content

Earlier relying on books, teachers had their way out with the content they taught. Books were quite accessible for the students through bookstores & libraries. But, with the pandemic, books became a far-lost dream, and digital books and PDFs took centre stage. It became one of the challenges of online teaching for the teachers to arrange and plan digital content for the students in much less time. 

5. Taking Charge of Class Online

Various teachers get a good hold of the class offline through their presence. However, with everything being shifted online, teachers have lost a lot more control over the students and the classroom situation. With students being a few more steps ahead with technology, it is one of the major challenges of online teaching to stop mischief and take charge of the class. 

Online learning comes with its share of pros and cons. Online learning was something that excited everyone initially, but eventually, people got fed up with sitting in front of the screen all day. Along with anxiety, a lot of students also experienced high stress levels that affected their health. It is important to implement some tips for stress management stress relief. These are some of the most common problems faced by students in online classes. We hope that these solutions and strategies will help you overcome some of the major challenges of online learning.

Frequently Asked Questions

What are effective strategies to overcome online learning challenges, how can teachers support students facing online learning challenges, what technological tools can help improve the online learning experience, what are some common mental health challenges associated with online learning, and how can they be addressed, how does online learning impact different demographics, such as k-12 students, college students, and adult learners.

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The number of students taking college courses online has grown, particularly at the California Community Colleges. While campuses see the modality as increasing accessibility for students, the federal government is calling for greater oversight into the quality and effectiveness of online instruction.

Despite the Los Angeles Harbor College student ID that proves otherwise, Citlali Gonzalez hasn’t felt like a college student. 

Yes, she recently finished her associate degree in human services and, yes, she is transferring to Cal State Dominguez Hills this fall. Still, as someone who for the past year has been mostly taking online classes, college doesn’t feel like the social experience she’d imagined fresh out of high school five years ago. 

Like Gonzalez, roughly half of California community college students are taking classes online — a significant shift compared to the years before the COVID-19 pandemic. While community college data shows that its students perform worse in online courses compared to in-person ones, many college officials defend the shift to online learning. 

The “modality,” whether a class is in-person or online, is irrelevant, said Rebecca Ruan-O’Shaughnessy, who oversees educational services and support for the California Community Colleges Chancellor’s Office. She said what matters is “engagement” — the degree to which students interact with their peers and their professors.

Nationally, the federal government is concerned about a lack of oversight for the growing number of online courses. The California State University and University of California systems have also increased the number of online classes to varying degrees, though research on online success rates at four-year universities is limited. 

In July, the U.S. Education Department proposed new rules that would call on colleges and universities to collect more data about online courses, including students’ attendance. “We have been hampered in the ability to fully understand students’ participation in distance education, account for differences in outcomes and conduct oversight, accurately measure taxpayer expenditures on distance education programs, and gauge the success of such education,” wrote the department.

The California Community Colleges Chancellor’s Office responded to the regulations by submitting a public comment document, saying they hope the department will consider the “ new costs ” to develop the infrastructure to collect the data. The UC also answered publicly, saying data collection might create “ confusion and stymie the development of future online education programs.” In an email to CalMatters, the Cal State system stated they were “generally in support” of the regulations and trust that the federal department will consider the potential impact on diverse student populations juggling different responsibilities.

Meeting students ‘where they are’ means going online

For 23-year-old Gonzalez, who works 40 hours a week at her day job, the convenience of online education is paramount. “It works for my schedule,” she said, adding that it’s allowed her to make time for things that help her well-being, like Jiu Jitsu. Gonzalez said that the best professors structured their courses in bite-sized pieces by breaking up lectures into shorter videos and adding quizzes after each reading. They were also quick to respond to emails. 

There are typically two kinds of online courses: synchronous classes, where the professor and students meet in real-time, and asynchronous classes, where students watch pre-recorded videos or otherwise learn independently. Community college data of the past few years shows that students in synchronous classes have consistently performed better than asynchronous ones. Historically, students in synchronous classes get more interaction with their professors and that “real-time engagement” can translate into better performance, said Ruan-O’Shaughnessy.

Nonetheless, asynchronous classes are popular among students and, according to state data, these classes outnumber synchronous ones by more than 170,000 course offerings. If students want these courses, then colleges need to “meet them where they are,” said Ruan-O’Shaughnessy — and they should do so in a way that doesn’t jeopardize the quality of their education. She and other community college leaders are pushing to expand access to online counselors, tutors, and other support systems that can serve students online, both synchronously and asynchronously. 

For Amber Chiang, a communications lecturer at Cal State Bakersfield, the aspect of “engagement” is also top of mind. In the online public relations courses she teaches, she said she supplements the lack of face-to-face class time by offering synchronous online office hours and using different communication platforms, such as Slack and Discord, for students to communicate with her and with each other. 

But she prefers asynchronous instruction because she said it’s more convenient for students. “It’s making it possible for them to further their careers in a way that they may not have had an opportunity to,” Chiang said.

Lower performance for Black, Hispanic students in online courses

In California’s community colleges, students who enroll in online classes skew older, according to a study by researchers at UC Davis, UC Irvine, and the University of Pennsylvania. It raises a question: are these students performing worse because class is online or because they have other family or work obligations that younger students don’t? 

The study controlled for these issues, in part by looking at students who enrolled in both online and in-person classes, but found that those taking online classes, especially asynchronous ones, still performed worse. The performance gap between online and in-person courses was particularly high for Black and Hispanic students.

While Gonzalez received A’s throughout her last year taking online courses at Harbor College, she recognized the advantages of in-person instruction. She said she opted for an in-person statistics class because she knew she might struggle with an online math course.

She said attending class in person helped her focus better, and since she knew she would have questions, it was quicker to ask them directly to her professors than communicate via email. Being on campus also made it easier for her to attend tutoring sessions, which helped her master the material. 

“When it comes to something that I feel was so difficult for me, I was like, I can’t do it online because I’m not going to be disciplined,” Gonzalez said.

Online success at four-year institutions is hard to define

The Cal State and UC systems have also grown their online education offerings, though there are fewer compared to the more than 1 million unique community college students each year who enroll in at least one online course. For the Fall 2024 semester, Cal State campuses enrolled more than 800,000 students in online classes – a sum which double counts students who enrolled in more than one online course – according to data provided by Cal State spokesperson Amy Bentley-Smith. In the same academic year, over 100,000 undergraduate students at the UC enrolled in online courses, said Ryan King, director of communications for the UC. The UC also double counts students in its data.

Data from the Cal State system shows that students in synchronous and asynchronous online classes performed better than in-person ones in the 2023-24 academic year. However, studies looking at online learning at four-year institutions are inconclusive after considering different variables, such as the complexity of courses being offered, the instructor’s experience teaching online, and the type of students who choose to take online courses.

Should California community colleges offer bachelor’s degrees in nursing? Universities say no

A 2021 study looked at students taking an economics class at a highly selective public liberal arts college in New York and found only a slight difference in grades between students who attended lectures in person and those who only accessed the lectures online. While students learning online performed slightly worse, the study recognized that since the type of student choosing online classes is so varied, “any estimated gap between the two modalities would be biased,” meaning it could be due to a student’s background or experience.

Additionally, online course offerings at the Cal State system are only slightly above their pre-pandemic numbers and have been consistently decreasing since 2021. The Cal State data is looking at a much smaller scope of students than those attending a community college.

The UC did not provide systemwide data.

Promoting online education — despite ‘messy data’

Online education isn’t new, nor are its problems. Internet-based courses began at California’s community colleges in the early 2000s and grew slowly over the following decades to the point where about 1 in 3 students were taking online courses before the onset of the pandemic. Since 2006, when the California Community Colleges Chancellor’s Office first collected data, students in online courses performed worse than those in person, but the gap has narrowed over time.

Still, the data is “messy,” said Alyssa Nguyen, the senior director at the Research and Planning Group for the California Community Colleges, a non-profit organization. Before the pandemic, she said there were very few synchronous classes and the data didn’t effectively track how student performance in those classes might differ from others. 

Both the UC and community college systems define a course as online even if only half of the class takes place remotely. The Cal State definition leaves more room for interpretation, saying  an online class is any course “that is offered via computer/internet,” Bentley-Smith said. This can include hybrid classes or classes where students meet synchronously once a week and work asynchronously for the rest of the week. 

Rolin Moe is the executive director of UC Online, which supports online education at the UC. He  said the pandemic helped people realize the benefits of technology in education but that “without thoughtful design,” courses ran the risk of lowering UC standards. To ensure quality, Moe said UC Online has provided more than $50 million over the course of 11 years directly to campuses to help develop online courses. UC professors also have access to experts in online course design through the UC Learning Center that assist with their technology needs.

Chiang at Cal State Bakersfield received training and a certification from Quality Matters, a nonprofit organization that provides services and resources for educators to strengthen their online courses. 

Ruan O’Shaugnessy, with the community college system, said her team is working to improve the quality of its online instruction by helping professors engage students, especially in asynchronous classes. In one popular professional development program championed by the system, professors are encouraged to send individual messages to students before the semester begins and to make their lectures more interactive and accessible. In separate studies, two community colleges found that those changes can lead to an increase in the number of students who pass the course.

Michael Mogull, a math and statistics faculty member at Cuesta College in San Luis Obispo, said he has learned over time what best practices work for his students since he began teaching online in 2017. 

Mogull’s class includes weekly discussion posts where students share what they learned in class and group quizzes where students can get together and discuss the quiz. He also uses Pronto, an educational texting app where students can reach out to each other and Mogull with any questions. The app also has a video call feature where students can create subgroups to work together. 

However, Mogull has noticed some students may not be as excited for group work and are less willing to participate.

“I think students are getting more used to the online, asynchronous modality,” Mogull said. “I think it’s still up to the student to kind of decide: is this the right format for me? Like, am I self motivated enough to be doing all this stuff without the requirement of attending lectures twice a week?”

Adam Echelman covers California’s community colleges in partnership with Open Campus, a nonprofit newsroom focused on higher education.

Briana Mendez-Padilla is a fellow with the College Journalism Network, a collaboration between CalMatters and student journalists from across California. CalMatters higher education coverage is supported by a grant from the College Futures Foundation.

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Briana mendez-padilla.

Briana Mendez-Padilla is a bilingual journalist based in Long Beach, California, who is passionate about covering education and her community. She began her journalism career as a high school junior when... More by Briana Mendez-Padilla

Adam Echelman Community College Reporter

Adam Echelman covers higher education for CalMatters, focusing on California’s 116 community colleges and how they influence the state’s future. He works in partnership with Open Campus, a nonprofit... More by Adam Echelman

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Online learning has revolutionized education, offering flexibility and accessibility like never before. However, many students and professionals find it less effective than traditional methods. The primary challenges include a lack of personal interaction, which can lead to feelings of isolation and decreased engagement. Self-discipline is another critical issue, as learners must navigate their schedules and maintain motivation without the structure of a physical classroom. Technical problems, such as poor internet connectivity and software glitches, can disrupt the learning process. Additionally, the variable quality of online content and instruction can impact the overall effectiveness of the education provided. Understanding these challenges can help both learners and educators address these issues and improve the online learning experience.

What Are The Main Challenges Of Online Learning?

Online learning has transformed education by providing flexibility and broad access to knowledge. However, it is not without its challenges. Understanding these obstacles is crucial for both learners and educators to enhance the online learning experience.

Lack of Personal Interaction: One of the most significant challenges of online learning is the absence of face-to-face interaction. In traditional classrooms, students benefit from immediate feedback and the ability to ask questions in real-time. The virtual nature of online courses often means communication is limited to emails or discussion forums, which can delay responses and reduce the sense of connection. This lack of personal engagement can lead to feelings of isolation and hinder the development of interpersonal skills.

Self-Discipline and Motivation: Online learning requires a high degree of self-discipline and motivation. Without the structured environment of a physical classroom, students must manage their own schedules and stay focused on their coursework. The flexibility of online courses, while advantageous, can also lead to procrastination. Without regular deadlines and classroom activities, learners may struggle to keep up with their studies and complete assignments on time.

Technical Issues: Technical difficulties can be a significant barrier to effective online learning. Issues such as poor internet connectivity, outdated software, and platform glitches can disrupt the learning process. These problems can prevent students from accessing course materials, participating in live sessions, or completing assignments. Reliable technology is essential for a smooth and productive online learning experience, yet not all learners have access to the necessary resources.

Quality of Content and Instruction: The quality of online courses can vary greatly. Some courses may offer engaging, up-to-date content and interactive elements, while others may lack depth or fail to incorporate effective teaching methods. Inconsistencies in the quality of content and instruction can impact the overall learning experience. It is crucial for students to research and choose reputable courses and instructors to ensure they receive valuable and relevant education.

Distractions and Home Environment: The home environment presents unique challenges for online learners. Unlike a classroom setting, which minimizes distractions, studying from home can expose students to numerous interruptions, from household chores to family members. Creating a dedicated, distraction-free study space is essential to maintaining focus and productivity.

Addressing these challenges involves a combination of improved technology, enhanced course design, and strategies to boost self-discipline. By understanding and tackling these obstacles, both learners and educators can work towards making online learning a more effective and rewarding experience.

Comparing Online Learning To Traditional Classroom Settings

Online learning and traditional classroom settings each offer unique advantages and face distinct challenges. Understanding the differences between these two modes of education can help students, educators, and institutions make informed choices about their learning and teaching approaches.

1. Flexibility vs. Structure

Online learning provides unparalleled flexibility. Students can access materials, lectures, and assignments anytime and anywhere, making it easier to balance education with work or personal commitments. This self-paced nature allows learners to progress according to their individual schedules, which can be particularly beneficial for those with irregular hours or familial responsibilities.

In contrast, traditional classroom settings offer a structured environment with fixed schedules. Classes occur at set times, and students must adhere to a timetable. This structure can help students establish routines and stay disciplined, often leading to better time management and adherence to deadlines.

2. Personal Interaction and Engagement

Traditional classrooms excel in fostering personal interaction. Face-to-face communication with instructors and peers enhances engagement, allowing for immediate feedback and dynamic discussions. The social aspect of a classroom setting can also help build a sense of community and motivation.

Online learning, while convenient, often lacks this personal touch. Many online courses rely on asynchronous communication, where interactions occur through discussion boards and emails rather than in real time. This can lead to feelings of isolation and a lack of immediate feedback, potentially diminishing student engagement and motivation.

3. Learning Resources and Accessibility

Online learning platforms offer a wealth of resources, including videos, interactive simulations, and digital textbooks. This variety can cater to different learning styles and provide instant access to a broad range of materials. However, the quality and comprehensiveness of these resources can vary significantly between courses.

Traditional classrooms benefit from physical resources like textbooks, libraries, and hands-on materials. Teachers can provide tailored support and adapt their resources to meet the needs of their students. Additionally, the physical presence of instructors allows for more personalized guidance and immediate clarification of complex concepts.

4. Technical Challenges and Accessibility

Technical issues are a notable drawback of online learning. Poor internet connectivity, outdated software, and platform glitches can disrupt the learning process and hinder progress. Accessibility can also be a concern, as not all students have access to the necessary technology or a quiet, dedicated study space.

In traditional classrooms, such technical problems are less common. The physical setting provides a stable environment for learning, and students have direct access to instructors and peers for support. However, physical classrooms can sometimes be less accessible to individuals with disabilities or those living in remote areas.

5. Self-Motivation and Discipline

Online learning requires a high degree of self-motivation and discipline. Without the physical presence of an instructor or classmates, students must manage their time effectively and stay motivated to complete their coursework. The absence of a structured environment can lead to procrastination and incomplete assignments.

Traditional classrooms offer a built-in accountability system. Regular attendance and participation in class activities help students stay on track and engage with the material. The presence of an instructor and peers provides ongoing encouragement and support, contributing to a more disciplined learning experience.

While online learning offers flexibility and a range of digital resources, it often lacks the personal interaction and structure found in traditional classrooms. Each method has its own set of strengths and challenges, and the effectiveness of either approach can vary depending on individual preferences, learning styles, and specific circumstances. Understanding these differences can help in choosing the most suitable educational path.

What Can Be Done To Improve The Effectiveness Of Online Learning?

Online learning, despite its growing popularity and flexibility, often faces challenges that can impact its effectiveness. However, there are several strategies that educators, institutions, and learners can adopt to enhance the online learning experience and address these issues.

• Enhance Interactivity and Engagement: To overcome the lack of personal interaction, online courses should incorporate interactive elements such as live discussions, virtual group projects, and real-time Q&A sessions. Tools like video conferencing and collaborative platforms can help create a more engaging and interactive learning environment. Encouraging regular participation and fostering a sense of community through discussion forums and peer feedback can also boost engagement and motivation.
• Develop Structured Learning Paths: Online learning often lacks the structured environment of traditional classrooms. To address this, course designers should create well-defined learning paths with clear objectives and milestones. Structured schedules and regular deadlines can help learners stay on track and manage their time effectively. Incorporating reminders and progress-tracking tools can also assist students in maintaining their focus and motivation.
• Ensure High-Quality Content and Resources: The effectiveness of online learning heavily depends on the quality of course content and resources. Educators should ensure that online materials are current, relevant, and engaging. Incorporating multimedia elements, such as videos, infographics, and interactive simulations, can cater to various learning styles and make complex topics more accessible. Regularly updating content and integrating feedback from learners can help maintain the relevance and quality of the educational materials.
• Address Technical Issues Proactively: Technical difficulties can significantly impact the online learning experience. Institutions should invest in reliable and user-friendly learning management systems (LMS) and provide technical support to help students resolve issues quickly. Ensuring that all learners have access to the necessary technology and internet connectivity is crucial. Offering training on how to use online tools and troubleshoot common problems can also empower students to navigate technical challenges more effectively.
• Foster Personalized Learning: Personalized learning can enhance the effectiveness of online education by catering to individual needs and preferences. Adaptive learning technologies can provide customized content and assessments based on a learner’s performance and progress. Educators should also offer personalized feedback and support to help students overcome challenges and achieve their learning goals.
• Promote Self-Discipline and Motivation: Since online learning requires a high level of self-discipline, educators should incorporate strategies to help students stay motivated. This can include setting clear goals, providing regular feedback, and offering incentives for achieving milestones. Creating a supportive online community where learners can share their experiences and challenges can also help sustain motivation and accountability.

By implementing these strategies, online learning can become more effective, engaging, and accessible, ultimately providing a more robust educational experience for students.

While online learning offers flexibility and convenience, its effectiveness can be compromised by challenges such as limited personal interaction, self-discipline issues, technical difficulties, and variable content quality. Addressing these issues requires a concerted effort to enhance engagement through interactive elements, provide structured learning paths, ensure high-quality content, and resolve technical problems promptly. By recognizing and tackling these challenges, both educators and learners can work towards creating a more effective and rewarding online learning experience, ultimately bridging the gap between virtual and traditional education.

Is online learning effective or not?

Online learning can be effective, but its success varies. Challenges like limited interaction, technical issues, and self-discipline can impact its effectiveness.

Is it easy to learn online?

Learning online can be convenient but challenging. It requires self-motivation, strong time management skills, and the ability to navigate technical issues.

Why can’t students focus on online classes?

Students may struggle to focus in online classes due to distractions, lack of a structured environment, limited personal interaction, and technical problems.

• Our Mission

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Using a Plan of Attack for Math Problem-Solving

Spending the majority of their time modeling problems and making sense of relationships in math can help students move beyond a surface-level grasp.

At every grade level, math teachers in the Success Academy Charter Schools Network in New York City ask students to spend the lion’s share of their time during math lessons deeply examining the question they are being asked to solve. Students start by asking themselves questions like, “What are the mathematical relationships in the problem?” “What is this problem asking me to do?” and “How can I model my thinking?” Every classroom even has a formula—a problem-solving plan for math, printed out and displayed on the wall—called the “Plan of Attack,” which includes three parts: using 80 percent of the allotted time to conceptualize the question by reading the problem multiple times, then modeling the relationships and actions in the problems; 10 percent to answer the question by determining a strategy they will use to solve it and then computing; and finally double-checking in the last 10 percent of their time—by rereading the problem, evaluating their own reasoning, and checking computations for accuracy.

First-grade teacher Evelyn Gonzales and eighth-grade teacher Fei Liu both reinforce this strategy during precious class time by working through the problem as a whole with their students first, emphasizing the importance of this step before rushing in to solve. As a result, their students develop a much stronger understanding of the mathematical concepts at hand. “In my classroom, I don’t really care for the answer,” says Liu. “They can double-check once they have the answer. What we really need to focus on is why we set the things up, so that when they see a problem, they have an idea of where to start to think.”

The network led the state for math test scores in the 2023–2024 school year, with with 49 percent of Black and 55 percent of Hispanic students earning fours, the highest possible mark.

See all of Edutopia’s coverage of Success Academy Charter Schools to learn more about the network.

Success Academy Charter Schools

Teaching and Learning, Policy and Leadership - Education Policy and Leadership Specialization, Ph.D.

Full-time, Part-time

December 3, 2024

June 30, 2025

• In-State - $12,540
• Out-of-State - $26,490

The Teaching and Learning, Policy and Leadership - Education Policy and Leadership Specialization, Ph.D. program is designed to equip you with the skills and knowledge needed to become a leader in educational policy and practice. The curriculum capitalizes on diverse theoretical and methodological perspectives drawn from the social sciences and humanities, integrates formal coursework and enrichment experiences, and provides opportunities for you to carry out research that contributes to the development of more equitable and effective educational institutions. You are encouraged to include relevant courses in other specializations and in other programs outside the department. By situating education within a broader social context and employing diverse research methodologies, you are better able to gain a comprehensive understanding of education issues, policies, and practices.

Key Features

• Interdisciplinary Approach : The program integrates diverse perspectives and research methodologies from the social sciences and humanities, offering a comprehensive examination of education issues, policies and practices.
• Rare Combination : This doctoral program uniquely combines policy studies with teaching and learning, equipping students with the skills and knowledge needed to navigate complex educational landscapes.
• Customized Program of Study : You have the flexibility to tailor your coursework and research to your specific interests and career goals.
• Practical Experience : Participate in enrichment experiences that provide hands-on learning and real-world application of theoretical knowledge.
• Conduct rigorous research on educational policies and practices using a variety of disciplinary perspectives and methodologies.
• Critically analyze and evaluate educational issues, policies, and practices.
• Develop and advocate for policies that promote equity and effectiveness in educational institutions.
• Apply theoretical knowledge to address real-world educational problems and contribute to the development of more equitable educational systems.
• Collaborate with a diverse community of scholars and practitioners to influence educational policy and practice.

Information on admissions and application to this program can be found on the University Graduate Admissions website and the program handbook.

Admission Requirements           Guide to Applying

Sharon Fries-Britt, Professor

The doctoral curriculum typically requires at least three years of graduate study beyond the master’s degree. Most students admitted to the doctoral program already have a master’s degree. If you do not have a master’s degree, you will need to complete a few additional courses. An advisor can help you develop an individualized plan that aligns master’s level and doctoral level coursework.

You are also expected to integrate into the campus scholarly community and to be available on a full-time basis.

Edpl Program handbook

For more information, please contact:

[email protected] .

For academic advising on the Ph.D. with a specialization in Education Policy Studies, please contact:

Dr. David Blazar [email protected]

Sep 17 Graduate Fair Expo Sep 17, 2024 4:00 – 6:00 pm

Sep 25 COE Open House Sep 25, 2024 11:00 am – 2:00 pm Benjamin Building Courtyard