2
Online learning is delivered through many different mul<media plaOorms. It is used
interchangeably with other terms such as web-based learning, e-learning, computer-assisted
instruc<on, and internet-based learning (Park, 2016). Online learning is delivered instruc<on to
students who are separated from the instructor and supports regular and substan<ve
interac<on between students and instructors either synchronously or asynchronously
(“Defini<on of online learning,” 2021). Some benefits to online learning include easier access to
educa<on and improved learning quality. Another benefit is online learning makes it easier for
students to access class content no maXer where they are. Limita<ons are also a factor such as
organiza<onal preparedness and student readiness (Appana,2009). Online learning also helps a
big popula<on of students who are on different academic levels than a tradi<onal classroom.
The need for online learning environments for poten<al learners who are hospitalized, have
phobias linked to school environments, single parents, etc., have led to the growth of online
learning (Gilbert, 2015). When par<cipa<ng in online learning students need the basic
computer skills. These skills includer the ability to create new documents, use word processing
program, navigate the internet, and download so]ware (“What makes a successful online
learner?,” n.d.).
Being concise in your lectures is extremely important. When crea<ng your lectures,
include only what the students absolutely need to know to be successful in the course, and
3
avoid spending too much <me on the minor details (“Delivering content online,” n.d.). It is also
important to make your content engaging for the students. This is true in both online learning
and in person learning. Another important point is to deliver your content consistently. Once
you have decided how you want to present your materials, keep it that way (“Delivering content
online,” n.d.). Adap<ng to students need, using meaningful examples, mo<va<ng students to
do their best, facilita<ng the course effec<vely, delivering a valuable course, communica<ng
effec<vely, and showing concern for student learning are important when teaching an online
course (Young, 2010). Students wrote that effec<ve teachers are visibly and ac<vely involved in
the learning, work hard to establish trus<ng rela<onships, and provide a structured, yet flexible
classroom environment (Young, 2010). For students to be successful online learner there needs
to be persistence. Persistence is perhaps the biggest key to success in online learning. Student
who succeeds are those who are willing to tolerate technical problems, seek help when needed,
work daily on every class, and persist through challenges (“What makes a successful online
learner?,” n.d.). Having impeccable <me management skills is also very important to being a
successful online learner. To be successful the student must want to be successful. Online
learning requires independence, internal mo<va<on, responsibility, and a certain level of
maturity (“What makes a successful learner?,” n.d.). Another thing a student needs to be
successful in online learning is emo<onal intelligence. Personality, age, gender, and previous
online experience among students plays a role in student success with online learning as well
(Berenson et al., 2022). Literature has shown that developing self-regula<on among learners is
a cri<cal component to foster academic success (Sharp & Sharp, 2016).
4
A teacher that is trying to be effec<ve in online learning should match assessment
techniques to learning objec<ves. Learning objec<ves and assessments are connected very
closely in well designed online courses (Sewell et al., 2010). When making the syllabus for the
class is should contain informa<on about the class. This includes, learning methods, learning
objec<ves, and how assessments will be set up throughout the course. Objec<ves should be
wriXen in three domains, cogni<ve (what learners should know), psychomotor (what skills the
learner should be able to do), and affec<ve (how the learner feels or modifies their aftudes)
(Sewell et al., 2010). The teacher should also use these three domains on each assignment to
beXer explain what is expected of the student, this helps the student understand and succeed
in the assignment. When designing assessments, it is important to make sure that any exams
or assignments match the learning outcomes of the course. Assessments should be based on
material you have covered in the course, and students should perceive the material as relevant
and fair (Schwartz, n.d.). When a teacher is clear about their goals for student learning, it is
easier to assign assignments that address the correct learning outcome for the course
(“Revisi<ng learning outcomes,” n.d.).
Catching the student’s aXen<on, keeping them engaged, and mo<vated is another
research-based strategy for online learning/teaching. One of the most cri<cal points in
delivering effec<ve online teaching is the promo<on of high levels of student engagement
(Navarro & McGrath, n.d.). Adult learns need to learn experien<ally and reflect on their
mistakes (Navarro & McGrath, n.d.). Making class sizes bigger with online learning versus face-
to-face learning is the key to be more effec<ve, because it prevents more individualized
instruc<on. Providing open-ended discussions with a minimum of two replies is a great way to
5
get students engaged with each other throughout the course. Teacher support is one of the
most important factors, as a teacher plays the crucial role in fostering student mo<va<on and
engagement (Chiu, 2021). Another way to keep students engaged is by giving them a voice and
an opinion on the course as long as it s<ll meets the required standards. Autonomy gives
students more la<tude to choose their learning goals, which might result in more cogni<ve
engagement (Chiu, 2021). As a teacher using a wide range of interac<ve technologies in online
courses can help increase students’ engagement and achievements (Getenet & Tualaulelei,
2023).
Online learning has a lot of different benefits. Online learning gives student of all ages,
race, gender, disabili<es, and so many more the chance to get an educa<on. No maXer what
someone’s situa<on is they can have the chance to learn. As a teacher making sure you are
clear on your instruc<ons and keep them the same throughout the course is cri<cal in your
students’ success and your success as a teacher. Being able to adapt to your students’ needs is
also very important when teaching an online course. As a student, the student has to want to
be successful in the course to succeed. Self-discipline and <me management are two major
keys to being successful in an online learning course. A teacher must be able to figure out how
to keep their students engaged throughout the course. This can be harder in an online course
since you are not face-to-face with the students. Open ended discussions are a great way to
keep students engaged in an online course. “Let the wise listen and add to their learning, and
let the discerning get guidance.” (Proverbs 1:5). “For everything that was wriXen in the past
was wriXen to teach us, so that through the endurance taught in the Scriptures and the
encouragement they provide we might have hope” (Romans 15:4)
6
References
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the Instructor and the Tenured Faculty.
learntechlib.org. https://www.learntechlib.org/p/22909/
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learning. The International Review of Research in Open and Distributed
Learning. https://www.irrodl.org/index.php/irrodl/article/view/385
Chiu, T. K. (2021, April 20). Applying the self-determination theory (SDT) to explain student engagement
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8
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