If There’s No Instructor or Classroom: Can Online Students Still Learn?

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Online education is not simply about access or convenience — it is about connection. At the center of every transformational learning experience is a human being: the instructor. In a time when some institutions are rushing to remove instructors from online education entirely, it is more important than ever to reaffirm this truth: Students do not learn best in isolation. They learn through dialogue, guidance, feedback, and relationships. This article is a declaration of the indispensable role online instructors play in ensuring that education is not only efficient, but meaningful, lasting, and real.

The field of distance learning continues to evolve — not just in terms of technology, but in how online education is delivered and experienced. When virtual learning first emerged in higher education in the early 2000s, one of the primary concerns was whether this new format could replicate the dynamics of a traditional classroom. Over time, most online programs began incorporating instructor-to-student interactions, typically through asynchronous discussions. These discussions made it possible for students to experience many of the same relational and intellectual elements found in face-to-face classrooms. And for those who still questioned whether meaningful learning could happen online, the COVID-19 pandemic provided a definitive answer: it can.

Now, however, the next evolution of distance learning is unfolding — and it’s shifting the model once again. Competency-based education, or CBE, focuses on mastering specific skills and competencies rather than progressing through course-specific objectives. This model has reshaped the higher education landscape, with both nonprofit and for-profit institutions emerging that offer fully self-paced, instructor-optional programs. One of the largest nonprofit online universities, for example, does not assign students to courses or instructors at all. While this structure may work well for some students — especially those with prior learning, work experience, or high self-direction — it removes a key component of the learning process: the human connection.

For students enrolled in traditional online classes, instructor presence is not supposed to be optional. These environments rely on faculty who are present, responsive, and highly engaged. Students depend on them not only for content, but for guidance, encouragement, feedback, and meaningful interaction. It’s not enough to log in and meet the minimum requirements; students expect much more. And rightly so.

Can this level of engagement by an instructor be found in every online class? That’s an issue all on its own and one I’ve addressed in a prior post. Some online schools require substantive engagement by their instructors, and some do not. Some online schools measure the performance of their instructors, and some do not. Yet if the instructor is eliminated altogether, and there is no possibility for ongoing interactions, the impact on the learning process must be understood to ascertain if learning has or has not occurred.

In this post, I’ll share what I’ve learned over two decades in the field of online education — as an instructor, and a leader in both faculty development and curriculum development. I’ll explore what’s being lost in the race for efficiency, why instructor presence still matters, and how we can preserve the transformational power of education by staying connected to what matters most: our students.

The Essential Role of Instructors in Adult Learning

One of the newest myths about higher education is that learning can occur without instruction. That is, if a student completes an assessment, writes a paper, and earns a passing grade, then not only was a competency demonstrated — learning must have occurred. But those of us who have worked in higher education long enough know — and understand the principles of adult learning —this isn’t how real transformation happens for our students.

According to principles of adult education, adult learners are not passive recipients of information — as children often are — but active processors of experience. Knowledge is not simply transferred from a teacher to a student; it is constructed when information is delivered within a meaningful context and engaged through discourse. This construction also requires interaction — not only with content, but with people. Instructors are vital in this process. They serve as catalysts, helping students move from surface-level engagement to deep, reflective learning — through a process that is dialogic, iterative, and developmental.

Without these interactions, education becomes transactional. The learner is handed content, given an assessment, and measured on performance. But performance is not the same as learning. A paper or a passing score may signal temporary mastery, but it doesn’t guarantee understanding, integration, or long-term application. This is why instructor presence matters. An engaged educator does more than deliver content — they prompt critical thinking, offer formative feedback, create space for discourse, and help students situate new knowledge within their lived experience. These aren’t optional features. They are the mechanisms that help adult learners connect ideas, form meaning, and retain new knowledge in long-term memory.

Why the Human Connection Still Matters

To better understand why instructors are essential to this process, we must also consider what happens in the mind of the learner.

Consider the student who can memorize information long enough to pass a test, or grasp information well enough to write a paper sufficient to be evaluated by a grader. From a cognitive perspective, we should ask: Has there been enough interaction to move information beyond short-term recall? Has the student engaged deeply enough to transfer that information into long-term memory — where true knowledge is formed? These are the questions that need to be asked of competency-based programs offering no direct instructor-to-student interactions.

In a classroom environment — whether virtual or face-to-face — students have an opportunity to interact with information, explore course concepts in depth, and engage in ongoing discourse. This is why it is vital for the learning process. These interactions help form the neural pathways required for deep understanding and retention. The added context of conversation, clarification, and instructor feedback transforms passive content into meaningful, applicable knowledge — something that can be used now and drawn upon later. At the center of this process is the instructor — the one guiding, prompting, and deepening the discourse.

Why Human Relationships Still Matter

The future of higher education is already shifting — shaped by changing loan programs, evolving workforce demands, and calls for degrees that deliver measurable value. In response, many institutions have embraced changes to traditional forms of learning, including the implementation of competency-based education. Some online schools now offer only these types of programs. But in this model, students are not assigned to a class with peers — or to a dedicated instructor. There are no group discussions, no guided interactions, and no opportunity to build a one-on-one relationship with a highly experienced educator. Instead, students complete self-paced modules, receive occasional check-ins from support staff, and are graded by evaluators they’ll likely never meet.

It may appear to be education — but it is missing the most vital element of all: relationships.

The real challenge in evaluating competency-based programs is not whether students are finishing. It’s what they’re actually gaining from it. In many cases, students are completing assessments — quizzes, papers, etc. — and receiving scores. But a passing grade isn’t proof of growth. In contrast, with traditional online learning, students must demonstrate deep engagement with learning objectives. They participate in discussions, receive feedback, and evolve their thinking. They grow through intellectual challenge, and they prepare to lead, serve, and contribute to their careers in meaningful ways. That kind of transformation rarely comes about through self-study alone. It comes from connection. And for that, instructors are — and will always be — essential.

Developing Competency vs. Acquiring Knowledge

To understand what students truly gain from a learning experience, we must first consider their purpose for enrolling. Most online students — often referred to as non-traditional learners — are not taking courses for exploratory reasons. They enroll with a clear goal in mind: to advance or change their careers, deepen their expertise, or acquire professional knowledge they can immediately apply.

Competency-based education (CBE) programs claim to support this purpose by allowing students to demonstrate mastery of job-relevant skills. But in models where students are not assigned to instructors — and are assessed through exams, papers, or projects without any guided instruction — a critical question arises: Has learning actually occurred?

In many of these programs, students are not required to read the provided materials unless they fail to meet the minimum assessment score. Mastery is defined by performance — not by engagement with content, not by conversation with an expert, and certainly not by evidence of transformation. When students succeed by simply passing a test or submitting a paper, what must be considered: Have they learned something new, or simply demonstrated something they already knew?

This model is not unlike the correspondence-style learning that predated online education. A person could follow instructions, complete a task, and “pass” — but retention, depth, and context were never guaranteed.

I believe — and have observed — that learning requires more. Learning requires context, discourse, and interaction. These elements activate the cognitive processes that move information into long-term memory and shape it into usable knowledge. While reading and writing are foundational, understanding and applying what one reads or writes is what makes learning meaningful. That process is often sparked by one essential presence in the learning environment: the instructor.

For more than 20 years, I’ve seen the impact of meaningful instructor-led interactions in my own online classrooms. When students are encouraged to engage, reflect, and apply course concepts to their real-world experiences, something powerful happens. They don’t just complete the course. They grow.

Reaffirming the Instructor’s Role Through Intentional Engagement

The presence of an instructor in the online classroom is not simply a contractual obligation — it is a deeply human act. Students need more than instructions and rubrics. They need context, encouragement, perspective, and care. The most powerful teaching moments often emerge not from lectures, but from the way an educator listens, responds, and engages learners through feedback that acknowledges their progress, challenges their thinking, and promotes deeper understanding.

Here are six ways online instructors can elevate their role through intentional, human-centered engagement:

Method #1. See the Student as a Person

Every student enters the classroom with a life behind the screen — goals, struggles, work schedules, family responsibilities, and sometimes doubt. The most meaningful connections begin when instructors recognize students not as names in a roster but as individuals with life in progress. This starts by noticing them. Read their introductions with care. Respond to their stories with sincerity. Recall details from previous weeks. When students feel seen, they are more likely to show up fully — and that’s when learning deepens.

Method #2. Teach Through Every Interaction

Online teaching doesn’t happen only in announcements or content modules. It happens in responses to questions, discussion posts, and assignment feedback. Each touchpoint is an opportunity to guide, encourage, and extend understanding. When an instructor inserts a comment that connects course theory to real-world practice, shares a brief insight, or highlights a resource, the moment becomes instructional. Even logistical messages can carry a pedagogical tone. Students may not remember every lesson — but they will remember how an instructor made them feel, especially when that instructor was fully engaged in every available interaction.

Method #3. Respond with Patience and Care

Students don’t always phrase their questions professionally. They may be overwhelmed, frustrated, or unaware of academic etiquette. And yet, every message from a student is an act of vulnerability — even if it doesn’t read that way. A delayed response, or one that feels dismissive, can make a student retreat. The instructor who meets pressure with patience, and confusion with calm, models more than professionalism — they model empathy. A thoughtful, reassuring response can restore waning motivation and rebuild trust. A student can only develop a sense of trust if a human connection has been established through regular and meaningful interactions.

Method #4. Make Yourself Accessible and Present

Presence is not defined by how often you log in — it’s about how much students can feel your attention. They notice when instructors are actively participating in discussions, referencing their work, and offering timely guidance. Set office hours at times when students are most likely to be available and able to access your support. Show up consistently and predictably. Your presence becomes a signal: “I’m here, and your success matters.”

Method #5. Provide Context to Spark Deeper Thinking

Students can memorize terms and summarize chapters — but deep learning requires intellectual engagement. That’s where the instructor becomes indispensable. In discussions and feedback, go beyond “good job” and ask: Why do you think this matters? How might this apply in your field? Offer contextual insights that move students from summary to synthesis. Help them bridge course content to their experiences, careers, and aspirations. This is where transformation begins.

Method #6. Support Development, Not Just Performance

Assessment is necessary — but growth is the goal. An engaged instructor tracks a student’s development across weeks, recognizing patterns and responding with targeted encouragement. Did a student struggle in Week 2 but show progress by Week 4? Acknowledge it. Use feedback not just to correct but to coach. Reference earlier work, point out improvement, and guide next steps. This builds confidence — and reminds students that they are not alone in their journey.

You Are the Heart of the Online Classroom

There’s no question that the field of higher education — and distance learning in particular — is undergoing significant change. The traditional model of an online class, with scheduled weeks, required discussions, weekly assignments, and an engaged instructor, is increasingly being replaced by self-paced, competency-based models that involve little to no instructor interaction. While these programs may allow students to demonstrate skills and complete credentials, they often leave out the most powerful element of learning: human connection.

Education is more than the acquisition of content. It’s a process of discovery, reflection, and transformation — and those outcomes don’t arise from isolation. They emerge through dialogue, guidance, and the opportunity to make meaning through discourse. Learning requires context. And context requires someone who can help students explore ideas, challenge assumptions, and connect new information to lived experience. That someone is the instructor.

As an experienced online instructor, keep this mind: You are the heart of an online classroom — the human presence who brings compassion, intellect, and responsiveness into every interaction. When you take the time necessary to engage students, offer insight, and prompt deeper thinking, you do more than help them achieve a passing score. You help them grow, and more importantly, you help them transform.

In a shifting landscape, it’s easy to lose sight of what matters most. But in every course, and in every interaction, you have the chance to remind students why your role matters. It requires showing what it means to care about their academic growth and development, whether your class lasts one week or ten. Your students may not remember every lesson or assignment. But they will remember the instructor who helped them connect ideas, guided their growth, and showed them that learning can be deeply personal and powerful. And that is why learning needs a classroom, and most important of all, an instructor.

About Dr. Bruce A. Johnson

Dr. Bruce A. Johnson is an educator, author, and scholar-practitioner who has specialized in distance learning for two decades. A visionary leader in curriculum strategy, online pedagogy, and faculty development, Dr. Johnson is known for challenging outdated systems and advocating for high-impact, student-centered education.

As a published author of three books and hundreds of articles, his work bridges mindset development, online teaching, and academic leadership. His message is clear: education must be intentional, ethical, and transformative.

Discover more and follow Dr. J at Dr. J’s Books or connect on the following social media accounts:

Twitter: Access here

Instagram: Access here

Bluesky: Access here

Pinterest: Access here

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Online Classes Need Weekly Discussions: Discover Why It Is Vital for Learning

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One of the most powerful tools in online education is quietly disappearing — and with it, so is student engagement. In fact, one model of online education has already eliminated it completely.

I’ll start by making a distinction between the two prominent models of online education, because the difference directly impacts how students learn — or don’t.

Traditional online classes have historically included a discussion component as part of most, if not all, course weeks. Competency-based models, on the other hand, have largely eliminated this element. Educators working within that system often defend its absence, citing reasons such as:

  • Student responses are too repetitive
  • Discussions take too much time to moderate
  • Students rarely engage in meaningful peer interaction

…and the list goes on.

But my background is rooted in the earlier, more traditional form of online learning — both as a student earning advanced degrees and as an educator developing and teaching online courses. When I refer to traditional online schools, I mean the structure that was once common in the early years of distance education. In those environments, weekly discussions weren’t optional — they were integral to student development, instructor presence, and knowledge retention.

Fast-forward twenty years, and the use of discussions — along with the expectation that instructors participate meaningfully in them — varies dramatically between institutions.

And yet, here’s the truth I’ve seen proven time and again:
When designed well, weekly discussions are not just “nice to have.” They are transformative. They foster curiosity. They spark intellectual discourse, which in turn promotes critical thinking. They create momentum and connection in an otherwise isolated online space. When both students and instructors are truly engaged, discussions stop being a task — and start becoming the heartbeat of the learning experience.

When discussions are crafted with clear goals, thoughtfully designed prompts, and active instructor engagement, the benefits far outweigh the time investment. They deepen comprehension, create academic momentum, and offer opportunities for formative feedback. In short, discussions enrich the experience for both students and instructors in ways no static assignment ever could.

That’s why this article will focus on why discussions matter. In future posts, I’ll share detailed strategies for designing and guiding discussions that actually drive learning.

Discussions Are Not a Waste of Time

It’s all about mindset. Does it really matter if a course requires a minimum number of discussion posts? On its own, no. That requirement doesn’t determine how much effort a student — or instructor — will bring to the conversation. What does matter is the attitude behind the interaction.

Now imagine you’re in a traditional classroom. Students return after being assigned a chapter to read in the course textbook. Would you want to know whether they understood and could apply what they read? Of course. And how would you find out? Chances are, you’d hold a class discussion. You’d ask questions, listen to their responses, challenge their thinking, and draw out connections.

The same concept applies in the online classroom. The difference isn’t the purpose — it’s the format. We don’t have real-time interactions, so we use online discussions. When structured with meaningful prompts and guided by active instructor participation, online discussions can actually offer more depth than many live conversations. But that only happens when instructors treat them as valuable — not as an afterthought.

Discussions Should Be Part of Every Class — and Every Class Week

Whether your course includes a built-in discussion board or not, you, as the instructor, are ultimately responsible for fostering active learning interactions. If there’s no formal discussion component, how will you ensure students have opportunities to engage with the content — and with each other?

For instance, could you host a live webinar to review course topics and encourage open dialogue? If you do, try not to simply read from a PowerPoint deck. In other words, don’t talk at your students — talk with them. Allow for pauses. Ask reflective questions. Invite informal conversation. Make space for their voices.

I’ve observed too many instructor-led webinars that are rushed, slide-heavy, and lecture-focused — often covering the same content in the same way, week after week. Even worse, they end with a half-hearted “Any questions?” when students are already preparing to log off. At that point, the moment for authentic engagement has already passed.

In contrast, planned and participatory discussions — even informal ones — can break through hesitation, encourage meaningful interaction, and help students feel seen. That emotional engagement matters. When students feel acknowledged, they’re more likely to show up, contribute, and invest effort. And you, as the instructor, gain an invaluable window into their comprehension and progress.

Regardless of how discussions are integrated — through curriculum design or your own initiatives — one truth remains: Weekly discussions should not be optional. When implemented with intention and guided by an engaged instructor, they become far more than a checkbox. They become a multi-dimensional teaching tool that supports academic growth, social connection, and the development of critical thinking skills.

Why Discussions Are Vital for Learning

After two decades of designing and teaching online courses, I’ve seen one truth hold firm: when online discussions are intentional — structured around learning outcomes, supported by skilled facilitation, and sustained through consistent instructor engagement — they become central to the learning experience. Far from being a passive or optional element, discussions offer direct insight into how students think, what they understand, and where they need support.

In the sections that follow, I’ll share three key ways in which discussions promote learning, drawn from both experience and research. These are not abstract theories — they’re practical, observable outcomes that reinforce why discussions still matter.

#1. Discussions are an Insightful Formative Assessment Tool

Weekly discussions are far more than participation checkpoints — they can be one of the most effective formative assessment tools available in online education. When thoughtfully designed and facilitated, discussions provide an ongoing, real-time window into how students are interpreting course content, where they’re struggling, and how they’re building connections between concepts.

But this only works if instructors are fully engaged. It means reading every post, not scanning for completion but looking for meaning. It requires understanding the topic well enough to recognize whether a student’s response reflects surface-level thinking, partial understanding, or deep insight. And it means responding with follow-up questions or redirection when students veer off track.

In my two decades of experience, I’ve found that discussions are often more revealing than assignments — especially when students are asked to reflect, apply, or synthesize what they’ve read. These spontaneous, organic insights become invaluable touchpoints for guiding instruction. They allow instructors to intervene early, reinforce key concepts, or challenge assumptions before misconceptions solidify.

In short, discussions make learning visible. They turn isolated moments into teachable opportunities — and when instructors are present and responsive, those opportunities can have lasting academic impact.

#2. A Tool for Timely Instructor Feedback

One of the most overlooked benefits of online discussions is the opportunity they create for real-time, formative feedback — not just about what students know, but how they’re thinking. But this only happens if instructors are present early in the week, not just checking in after the conversation has run its course.

In my experience, when I reply to a student’s discussion post within the first couple of days, it signals something deeper than evaluation. It says: I see the time, thought, and effort you’ve invested — and I value it. That acknowledgment alone builds trust, but it’s what comes next that deepens the learning.

Over the years, I’ve developed a simple but powerful technique: I quote a key sentence or phrase from the student’s post and use it as the foundation for my reply. This shows them I’ve read their work carefully, and it creates an opening to either extend their thinking, challenge them with a new perspective, or guide them toward deeper reflection.

Timely feedback doesn’t mean responding to every student every week in the same way. It means showing up strategically. It means offering responses when they matter most — while the discussion is still unfolding. Sometimes it involves a few well-placed replies that steer the conversation; other times, it involves a mid-week post that synthesizes key insights and prompts deeper thought.

When done with care and consistency, this kind of feedback transforms discussions from a routine activity into a dynamic, evolving dialogue — one where students feel guided, supported, and inspired to think more deeply.

#3. A Catalyst for Critical Thinking

Critical thinking doesn’t just “happen” because students are asked to post about a reading. If discussion prompts only require summary or agreement, most students will stay at the level of automatic or active thinking — recalling content or repeating opinions they already hold.

But the real power of online discussions is their ability to activate critical thinking — when they’re designed with intention and guided with care.

After decades of teaching adult learners, I’ve come to define three distinct levels of thinking:

  • Automatic thinking is our default state — passive thoughts shaped by daily stimuli, emotions, and habits of mind.
  • Active thinking occurs when we begin to interact with content — reading, writing, sharing opinions, solving routine problems.
  • Critical thinking only begins when students are pushed to confront unfamiliar ideas, question assumptions, or solve non-obvious problems using new knowledge.

This is where discussions become transformative. The right question — one that challenges a belief, presents a contradiction, or requires synthesis — can shift students out of passive engagement and into purposeful cognition. And when instructors ask thoughtful follow-up questions or reflect back what students said with nuance, they’re helping to reinforce that shift.

But here’s the key: critical thinking must be triggered. It doesn’t emerge from repetition or surface-level prompts. It arises when students are asked to analyze, evaluate, apply, and even reconstruct what they know in light of new information.

One method I use consistently in business courses is to draw from my own professional background. I’ll introduce a relevant real-world situation, provide enough context for students to understand the challenge, and then pose this question: Based on what you’ve shared, and what you’ve read or learned this week, how might you begin to address this issue? That one question invites application, requires synthesis, and nudges the student beyond opinion — into analysis and action.

Discussions, when designed to do this, become more than conversation. They become cognitive events — ones that can fundamentally reshape how students learn to think.

Why Discussions Still Matter — and Always Will

Online education will continue to evolve. Models will shift, technologies will change, and new formats will emerge. But no matter how courses are delivered, one truth will remain constant: learning is a human process. And meaningful learning requires more than content — it requires connection.

Discussions are not outdated. They are not filler. They are one of the few opportunities in an online course to promote deep thinking, real interaction, and personal growth. When discussions are designed with intention and supported by instructors who are actively engaged, they become the space where students discover ideas, refine their understanding, and strengthen their confidence.

That’s why I will always advocate for weekly discussions. I’ve seen what happens when they’re done well — and more importantly, I’ve seen what’s lost when they’re removed.

Students are always thinking — but not always critically. To activate deeper thinking, instructors must help students elevate how they think. That kind of transformation doesn’t happen by chance; it happens through intentional, guided dialogue. The responsibility for creating those conditions falls on us.

Learning isn’t transformative simply because online activities exist. It becomes transformative when instructors are present — actively involved in the process, committed to student growth, and fully engaged in the conversation.

About Dr. Bruce A. Johnson

Dr. Bruce A. Johnson is an educator, author, and scholar-practitioner who has specialized in distance learning for two decades. A visionary leader in curriculum strategy, online pedagogy, and faculty development, Dr. Johnson is known for challenging outdated systems and advocating for high-impact, student-centered education.

As a published author of three books and hundreds of articles, his work bridges mindset development, online teaching, and academic leadership. His message is clear: education must be intentional, ethical, and transformative.

Discover more and follow Dr. J at Dr. J’s Books or connect on Twitter and Instagram and Bluesky and Pinterest

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What Happens When Faculty Have No Standards to Follow: Student Outcomes Suffer

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As online education continues to evolve, two primary models of distance learning have taken root in the United States.

The first is the competency-based model. In this approach, students are not enrolled in courses led by instructors. Instead, they move independently through subject matter by completing tests, quizzes, and written assessments. Once they reach a passing threshold, they continue to the next subject. While this model offers flexibility and self-paced learning, it often lacks structured engagement — and students can miss out on meaningful guidance from a dedicated educator.

The second model — and the one I want to focus on — is the instructor-led online classroom. This is the more traditional format, where students are enrolled in scheduled courses, supported by an instructor, and guided through weekly deadlines. These classes typically include interactive elements such as discussion forums, feedback loops, and ongoing written assignments.

I’ve worked in distance education for over 20 years, with the majority of that time focused on faculty training and program development. Through this experience, I’ve seen the transformative role faculty can play — when they are consistently present, responsive, and engaged. In competency-based models, that human connection is often missing altogether. But even in instructor-led classrooms, the student experience can vary dramatically depending on whether instructors are held to any consistent standards at all.

Some institutions provide clear, firm expectations for faculty. Others rely on vague language — or offer no structure at all. And when there’s no structure, students feel it. They notice when instructors are slow to respond, absent from discussions, or disconnected from the course altogether. Most students won’t file a complaint. But the consequences accumulate — in the quality of student work, in retention rates, and in the long-term credibility of the program itself.

Below, I’m sharing a framework I’ve used to shape faculty expectations — one that supports both instructor performance and student success. If your institution lacks clear standards, this may be a valuable place to start.

Explaining Conditions Observed in Online Classes

What I will first share are observations of online classroom conditions, from my work in faculty and curriculum development, when faculty standards have been put in place — along with observations of conditions of online classrooms when there are no formal faculty standards.

When Faculty Standards Have Been Put in Place

When clear, consistent faculty standards are in place, the difference is unmistakable — both in how the course operates and in how students respond.

These are the classrooms where end-of-course evaluations reflect the highest scores, particularly in areas related to structure and instructor engagement. Faculty understand that their work is subject to observation at any time by Academic Affairs or other leadership, and they know regular reviews are part of their role. Teaching assignments are closely tied to accountability — instructors who meet expectations continue to be invited back because they consistently uphold those standards.

Inside the classroom, the difference is visible:

  • Faculty establish a strong and active presence from the start of the week and maintain it throughout.
  • They participate meaningfully in discussion forums — not just checking a box, but guiding conversations and engaging with student perspectives. This happens even when no formal requirement exists, as educators understand that active instructor engagement significantly elevates intellectual discourse in asynchronous discussions.
  • Feedback is returned on time, and it’s more than a grade: it’s detailed, developmental, and promotes critical thinking and academic growth.
  • Standards for feedback are followed consistently, ensuring not only quality and clarity but also accountability across every student interaction.
  • Instructors actively support students with opportunities for real-time engagement — whether through virtual office hours, live discussions, or one-on-one meetings.

When faculty know what’s expected of them — and those expectations are upheld — students benefit from consistency, presence, and a learning experience that feels intentional and fully supported. That is directly related to student outcomes and student retention.

When Faculty Standards Have Not Been Put in Place

When faculty standards are absent, the results are just as clear — only in the opposite direction. Without documented expectations, there is no meaningful accountability. If a manager raises a concern — “You didn’t complete your feedback,” or “You should have responded to more students in the discussion” — the instructor can simply reply:

“There isn’t a standard that says I must.”

And they would be right.

I’ve seen this scenario far too often. Many online institutions still operate without any written faculty standards — leaving faculty to rely on personal discretion or vague guidance. The consequences, while subtle at first, are significant.

Let me offer this with respect and honesty: Unless your school has built an extraordinarily strong culture of professional responsibility, most instructors will give what they feel they have time for that week. If they’re juggling other jobs or responsibilities, they may resort to using canned comments or auto-generated responses. The result? Feedback that is impersonal, generic, and disconnected from each student’s unique learning experience.

In environments without standards, faculty presence also begins to erode. I’ve witnessed classes where the instructor only appeared when absolutely necessary — with an unspoken mindset:
“If I’m not being held to specific expectations, why should I be here daily?”

The same goes for feedback: you can tell instructors they should return it within a certain timeframe, but unless it’s written into a set of enforceable standards, there’s no policy to reference — and no foundation for follow-up action.

The consequences don’t stop at the end of the course. When students feel their instructor was absent, disengaged, or inconsistent in grading and feedback, their dissatisfaction often emerges after the course concludes — sometimes in exit surveys, complaints, or word-of-mouth. And over time, this erodes more than just student morale. It affects the reputation of the program — and eventually, the institution as a whole.

What About the Use of AI?

This is an important question — especially as it relates to instructor accountability in today’s online classroom.

There is a growing belief that AI can significantly reduce the workload of faculty. While there are indeed aspects of AI that can support and enhance course delivery — such as assisting with resource discovery, summarizing complex topics, or even helping instructors better understand subject matter — it should never be used to replace a faculty member’s voice, insight, knowledge, or contextual understanding.

What AI cannot replicate is the personal and professional experience an instructor brings — the kind of applied wisdom that connects theory to practice, or inspires students to think beyond the page.

This is especially true when it comes to feedback.

Feedback should be a teaching moment, a one-on-one opportunity to support student growth. It requires genuine engagement with the student’s submission — not just surface-level commentary. When faculty rely solely on AI to generate feedback, the result is often generic, impersonal, and disconnected from the student’s work. Feedback should be substantive, personalized, and meaningful — and it should reflect that the instructor has read, considered, and responded to the unique work each student has submitted.

If institutions included expectations around the ethical and meaningful use of AI as part of their faculty performance standards, it could reframe how faculty approach not only feedback, but also their broader roles in presence, participation, and student engagement.

AI is a tool — but it is not the teacher.

And the moment we allow it to replace the human aspect of education, we begin to lose what matters most.

The Basis of Faculty Performance: Behavior

Is it enough to simply tell faculty how to perform in an online classroom?

Is it enough to provide a few examples of what good feedback looks like and hope they’ll follow suit?

After more than two decades in distance learning, including 10+ years of faculty development and over 15 years immersed in adult learning theory, I can say this with full confidence:

None of those strategies are effective unless you address the behavioral foundation of faculty performance.

What drives faculty behavior isn’t just information. It’s accountability. Behavior only changes when the systems around it create consistent expectations — and consequences.

To illustrate this, let’s turn to a foundational behavioral theory:

Behaviorism (B.F. Skinner / Operant Conditioning)

Core Idea: Behavior is shaped by consequences. People are more likely to repeat actions that are rewarded (positive reinforcement), and less likely to repeat actions that are ignored or discouraged.

Application in Online Teaching:

  • When faculty are held to clear standards and evaluated regularly, key behaviors improve — such as submitting timely feedback, maintaining active presence, and engaging meaningfully with students.
  • When there are no consequences for under-performance — and no recognition for excellence — behavior becomes inconsistent, disengaged, or dependent on the individual instructor’s mood, schedule, or workload.

Why It Matters: Without structured systems of reinforcement — such as policies, performance reviews, and accountability measures — online teaching becomes a matter of personal discretion.

When professional discretion replaces clear expectations, student learning inevitably suffers.

Critical Standards Faculty Need to Improve Student Outcomes

To move from intention to impact, institutions must implement faculty performance standards that are clear, consistent, and actionable. This is why I want to share with you the foundation for a framework I have used to help faculty model the proper behaviors.

A Faculty Performance Model: Holding Online Faculty Accountable

The following categories outline specific behaviors that promote high-quality instruction, engagement, and student success. These standards form the core of an effective faculty performance model — one that holds instructors accountable for both academic excellence and a human connection.

CATEGORY: Participation

Active participation is the foundation of an engaged online classroom. Faculty should:

  • Be present and actively involved in the course for a specified number of days each week. (This will vary, depending upon the policy of the school.)
  • Respond to each student in the discussion at least once during the week.
  • Personally welcome students by replying to each student’s introduction during the first week of class.

CATEGORY: Provided Substantive Feedback

Feedback must serve as a tool for teaching, not just evaluation. Faculty are expected to:

  • Provide feedback that addresses both content and mechanics (e.g., clarity, grammar, structure).
  • Prompt critical thinking by offering direct insights within the learning activity submitted and by asking reflective questions.
  • Utilize a completed rubric for and add personalized commentary for all learning activities. For discussions, both the discussion response and participation posts must be evaluated.

CATEGORY: Maintained a Student-Focused Class

Online instructors must serve as accessible role models and academic guides. Faculty should:

  • Actively support and encourage students throughout the course.
  • Reach out to new students early to ensure they feel welcomed and supported.
  • Notify the advising or student success team when a student is falling behind, at risk for failing, disengaging from the course, performing poorly, etc.

CATEGORY: Posted Substantive Guidance

To help students prepare and stay on track, faculty must provide structured weekly direction. Faculty are expected to:

  • Post a substantive course announcement before each new week begins.
  • Include a brief instructional video that explains weekly course topics and learning activities, when applicable.

CATEGORY: Live Classes

Live interaction enhances understanding and creates space for dynamic learning. Faculty should:

  • Conduct the prescribed number of live sessions as scheduled.
  • Utilize the full class time effectively, ensuring a clear and structured presentation of course concepts.

CATEGORY: Maintained an Active Classroom Presence

Visibility builds trust and encourages engagement. Faculty must:

  • Respond to student questions and emails within the time period prescribed by the school.
  • Maintain active classroom presence as prescribed by the school each week.

Conclusion

This isn’t a question of whether faculty teaching online classes need standards and accountability — they absolutely do.

Without them, faculty performance becomes unpredictable — and students may have a vastly different classroom experience every time they begin a new course. Consistency disappears, and with it, the reliability of the learning environment.

If any part of this message resonates with you, I encourage you to take a closer look at the current policies your institution has in place.

  • If your online school has no faculty standards, now may be the time to begin a conversation — not just about policy, but about the training, development, and support required to uplift instructional quality.
  • If your institution does have standards, I invite you to compare them to those I’ve outlined here. Do they address the full range of teaching behaviors that contribute to meaningful student engagement? Do they reflect the kind of faculty presence, accountability, and care that students deserve?

When we hold instructors to high standards — and support them in meeting those expectations — we don’t just improve faculty performance. We create classrooms that model excellence for students to follow. We create consistency, integrity, and trust in every learning experience. And that’s how we serve both students and the future of education.

About Dr. Bruce A. Johnson

Dr. Bruce A. Johnson is an educator, author, and scholar-practitioner with over 35 years of experience in teaching and training adults. He is a visionary leader in curriculum development, distance learning, mindset development, and higher education, with three published books and hundreds of articles that inspire and empower educators worldwide.

Discover more at Dr. J’s Books or connect on Twitter and Instagram.

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From Disconnection to Engagement: What Really Works Now

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Are your students fully engaged, motivated, and performing at their highest potential?

In an ideal classroom, every learner would arrive curious, energized, and ready to grow. But online education has shifted — and so have the expectations students bring with them.

Today, students enter your class with a wide range of assumptions:
Some expect flexibility, but not challenge.
Some expect to be taught, while others expect to teach themselves.
Some expect your support and presence. Others expect to be invisible.

These expectations aren’t always conscious — they’ve been shaped by prior experiences: passive courses, inconsistent instructors, unmet needs, or environments that felt more bureaucratic than human. For many, emotional disconnection has become a default setting. They don’t arrive expecting to connect. They arrive expecting to cope.

And that reality demands a new kind of engagement strategy — one that begins by meeting students where they are, not where we hope they would be.

Even the most capable learners can disengage if the environment feels transactional or detached. And by the time instructors recognize that disengagement, it’s often too late.

In a world of asynchronous learning, increasing life pressures, and limited instructor-student contact, engagement must be intentional, proactive, and human-centered.

This article explores six strategies that speak to this moment — not idealized best practices from another time, but grounded, relevant approaches to connection and engagement in today’s online classroom.

Redefining Student Engagement in Online Learning

When we talk about student engagement, the conversation often begins with what’s visible: participation, discussion posts, timely submissions, or responsiveness to feedback. These external behaviors can help us recognize who is “showing up” in class — but they only tell part of the story.

Engagement is not just about frequency. A student who posts five times a week isn’t necessarily more engaged than one who posts three deeply thoughtful messages. One learner might be quietly wrestling with complex ideas, while another may be active but detached.

In reality, engagement is a blend of presence, effort, and connection — and much of it lives below the surface.

That’s what makes it so challenging in online education: we can’t rely on facial expressions, body language, or spontaneous conversations. So we have to develop new ways of seeing — subtler cues, deeper reflections, and more intentional touchpoints.

Why Engagement Still Matters — and Always Will

In the online environment, engagement is the lifeline that connects students to their learning, to each other, and to you. Without it, the classroom becomes a collection of isolated interactions. With it, the class becomes a community.

But this connection isn’t guaranteed. Students who feel disconnected or unsupported can disengage quietly — slipping away before we even notice. That disengagement doesn’t always begin with missed assignments; it often starts with a shift in presence, tone, or energy. And once that spiral begins, it can affect more than just the course — it can influence their confidence, their academic identity, and even their commitment to their degree path.

That’s why engagement matters: not just as a course metric, but as a measure of belonging.

It tells us whether students are experiencing their education as something personal — or just something to get through.

Measuring Engagement with Purpose and Care

While student engagement can’t be measured by a single metric, it can be tracked through intentional observation. The goal isn’t to monitor — it’s to notice.

Are students asking questions? Responding meaningfully to peers? Reflecting on feedback? Showing a shift in tone or effort? Missing a step they normally wouldn’t?

Educators can use tools like LMS analytics or spreadsheets to track participation patterns, but the deeper work comes from staying attuned to how each student is relating to the course over time.

Think of this as responsive teaching: noticing not just how much students are doing, but what their actions might be telling you.

Are they growing? Coasting? Struggling silently?

The more you observe with intention, the more you’ll see the patterns that matter — and the more prepared you’ll be to reach out before a student fades away.

Six Human-Centered Strategies for Fostering Student Engagement Online

What does it take to keep students engaged in a digital classroom — especially when they may not expect connection, and may arrive carrying past disappointment?

It begins with presence. But it deepens through intentional practice.

These six strategies are designed not to guarantee engagement, but to invite it — to create conditions where students feel seen, supported, and connected to their learning in meaningful ways.

1. Create Conditions That Invite Engagement

Student engagement doesn’t begin with students. It begins with the learning environment.
Ask yourself: What does your course feel like when a student first logs in? Does it communicate clarity, structure, and support? Or confusion, minimalism, and distance?

Weekly announcements, personal video messages, flexible contact options, and curated resources all send a message: I am here, and this course matters.

When students sense intention and care, they’re more likely to reciprocate with presence and participation.

2. Observe Behavior, Not Just Performance

Engagement isn’t only about grades — it’s about behavior. Who’s showing up regularly? Who’s posting, responding, reflecting, or asking questions?

Use your LMS tools to observe patterns. Track who’s participating, who’s disappearing, and who might be showing up in body but not in spirit.

Waiting until a student misses multiple assignments can be too late. The key is to notice subtle shifts before they become full disengagement.

3. Define What Engagement Looks Like in Your Course

Every instructor develops an intuitive sense of what active involvement looks like over time. Make that sense explicit.

Create a simple mental model or checklist. What does an “engaged student” look like in your class? What behaviors signal effort, curiosity, or connection?

Having clear expectations will help you identify when a student starts to drift — and gives you a framework for supporting them early.

4. Look Beyond Activity to Meaningful Participation

Not all presence is equal. A student may post regularly but contribute little depth. Another might submit all work on time but avoid discussion altogether.

Pay attention to the quality of engagement. Are students stretching their thinking? Responding to feedback? Demonstrating growth over time?

Engagement isn’t about volume. It’s about presence with purpose.

5. Reach Out with Compassion, Not Correction

When you notice a student disengaging, reach out early — and with care. A simple message can re-establish connection, clarify expectations, and remind the student they’re not alone.

If emails go unanswered, consider a phone call or alternate method. Sometimes, hearing a voice makes all the difference. Especially in online education, human contact is a form of encouragement.

You’re not just checking in. You’re saying: I see you. I believe in your ability to succeed.

6. Model the Engagement You Want to See

Students take emotional cues from their instructors. If you’re present, enthusiastic, and responsive, it sets the tone. If you’re silent, transactional, or distant, they notice — even if you’re doing your job technically well.

Model the behaviors you value: show up consistently, respond with care, offer meaningful feedback, and participate with heart.

Engagement is contagious — but it starts with you.

The Instructor’s Role: Stay Engaged to Keep Students Engaged

For online instructors, engagement isn’t just something to encourage in students — it’s something we must embody ourselves.

Remaining truly present in your course takes more than managing tasks or responding to what’s required. It means carving out space to notice patterns, sense energy shifts, and respond before students disappear. That kind of attentiveness takes effort — and yes, it takes time. But it’s time well invested.

When you become consciously aware of your students — not just their grades, but their presence — you begin to notice when something changes. A tone. A delay. A silence. And in that noticing, you gain the opportunity to intervene with care.

Engagement is directly tied to student success. It influences not only how students perform in a class, but whether they persist in their programs and believe in their capacity to grow.

In my experience, what sustains engagement — especially in the online environment — is relationship.

When students know you’re paying attention, when they sense you care, when they feel welcomed and encouraged rather than managed and evaluated, they stay. Not because they have to — but because the environment invites them to be part of something that matters.

Ultimately, engagement is more than a strategy. It’s a form of connection. And that connection starts with you.

About Dr. Bruce A. Johnson

Dr. Bruce A. Johnson is an educator, author, and scholar-practitioner with over 35 years of experience in teaching and training adults. He is a visionary leader in curriculum development, distance learning, mindset development, and higher education, with three published books and hundreds of articles that inspire and empower educators worldwide.

Discover more at Dr. J’s Books or connect on Twitter and Instagram.

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Transform Your Online Teaching with 5 Learner-Centered Strategies

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Why do you aspire to teach—or continue teaching—online classes? This is a question I reflected on throughout my career, using it as a tool for self-assessment to ensure I’m growing and adapting as the needs of learners evolve. While technology and classroom tools have advanced significantly, certain foundational learner needs have remained steadfast.

For instance, learners still need to know their instructor is present, engaged, and accessible. This seems like a simple requirement, yet I’ve seen many instructors approach their online classes with a detached routine, logging in only when absolutely necessary. Do learners notice this lack of engagement? Absolutely. They not only notice but also long for deeper interaction. When this pattern persists across instructors, learners may come to expect minimal engagement as the norm, shaping their perception of the online school, and worse, online education in general.

Yet who is responsible for creating a nurturing and welcoming online classroom? The answer, of course, is the instructor. Even in courses with fully designed content already provided, it is the instructor’s active presence that breathes life into the learning experience. By modeling best practices and implementing learner-centered strategies, instructors can transform a static course into an interactive, enriching environment.

The strategies that follow are the result of years of practice, reflection, and adaptation to meet learners’ needs. They encompass more than just being “visible” in the classroom—they extend to every interaction, from discussion posts to emails. Every response, every comment, every effort to connect with learners is an opportunity to teach and engage.

As you read on, consider how the strategies I’ve developed may help you refine your own instructional practice while reigniting your sense of purpose as an online educator.

Words Hold Power: Communicating with Care

Every word an online instructor writes, posts, or sends carries weight. It’s not about living in fear of saying the wrong thing; rather, it’s about embracing the responsibility of being composed, empathetic, and intentional in every interaction. Behind every written assignment, discussion post, or email is a real person—a learner with hopes, dreams, and fears. The words they choose may not always reflect their best intentions, but as an instructor, your role is to look beyond the surface and understand the meaning, intent, or questions being posed.

Responding thoughtfully requires more than just providing an answer. It involves acknowledging the well-being of the individual behind the words, even when the message feels unclear, evokes a negative emotional reaction, or leaves you wanting further clarification. Your ability to remain neutral, composed, and empathetic in these moments is essential, as the words you use hold tremendous power. Once written, posted, or sent, they cannot be taken back.

To communicate with care:

  • Pause before responding and reflect on your tone and intent.
  • Avoid reacting in the heat of the moment—draft your response and revisit it with a clear mind.
  • Always prioritize the learner’s growth and emotional safety, even in difficult conversations.

When you approach every interaction from an emotionally calm state, your communication becomes more effective, fostering trust and reducing stress for both you and your learners.

The Absence of Direct Contact: Humanizing Online Teaching

In a traditional classroom, an instructor’s physical presence is unmistakable. Whether they approach the class with excitement about what they can teach or simply focus on completing the required tasks, learners experience their presence firsthand through the senses. This dynamic, in-person interaction naturally creates a sense of connection and engagement.

In an online classroom, however, the experience is mediated entirely through the learning management system (LMS). While technology has made significant strides in interactivity over the years, the online environment can still feel static—a space filled with modules, forums, threads, posts, and tasks rather than the dynamic energy of a person moving around and engaging with learners in real time.

This absence of direct contact presents a unique challenge for online instructors: How can you create a sense of presence when you aren’t physically present? Online teaching isn’t just about managing the mechanics of the LMS or completing required tasks—it’s about finding ways to humanize the learning experience. By bringing authenticity, empathy, and intentional engagement into every interaction, instructors can bridge the gap between the virtual and the personal, ensuring learners feel seen, supported, and valued.

Are You Prioritizing Your Time? What Matters Most in Your Online Class?

Ask any faculty member about their greatest challenge, and they’ll likely tell you it’s time—or the lack of it. This is especially true for adjunct instructors, who may also work full time and/or teach for multiple online schools. The reality is that managing an online class requires a significant time investment, regardless of employment status. Having worked in both part-time and full-time roles throughout my career, I understand how demanding these responsibilities can be. From facilitating weekly discussions to the most time-consuming task of all—providing substantive and meaningful feedback—there’s always more to do than there seems to be time for.

Engaging deeply in discussions and offering personalized, detailed feedback can easily consume the bulk of an instructor’s week. This is why many instructors rely on canned responses, minimal comments, and/or built-in rubrics for grading. In schools where instructor participation in discussions is required, general or surface-level responses often become the norm. And in institutions where discussion participation is optional, instructors who choose not to engage miss an opportunity to provide additional learning and feedback. While these approaches may save time from the instructor’s perspective, they often fall short in fostering the kind of engagement that leads to meaningful learning. More importantly, students may perceive a lack of instructor involvement as disengagement, causing them to mirror that same level of participation in return.

So, I return to the question posed at the beginning of this article: Why do you continue to teach? If your reason is rooted in a passion for helping adults learn, then prioritizing time for deep engagement with students becomes essential. If your motivation lies elsewhere, consider what students experience when they interact with you. From my experience, adult learners thrive when their instructors take the time to provide thoughtful feedback and contribute meaningfully to discussions. This intentional effort transforms online teaching from a series of tasks into a truly rewarding and impactful experience.

Discover 5 Essential Learner-Centered Strategies for Online Instructors

Over the years, I’ve developed strategies through my own practice and my work in faculty development. These strategies aren’t about adding extra tasks to your workload—they’re about transforming your current instructional approach into one that fosters engagement and growth. Whether you’re familiar with some of these methods or looking to try something new, the focus remains on one key goal: creating an environment where learners feel encouraged, supported, and motivated to succeed.

Essential Strategy #1: Encourage Learners to Become Involved

Fostering involvement in a virtual environment can be challenging when you can’t see learners’ reactions or gauge their comprehension of the subject. Start by replying to each learner’s discussion post at least once during the week to acknowledge their perspectives and viewpoints. Use Socratic questioning to deepen the conversation, especially for those who may be hesitant to participate. For learners who miss discussion deadlines, consider reaching out to re-engage them—this simple act can make a significant difference.

Essential Strategy #2: Offer Reassurance and Reinforcement

For many learners, feedback is a source of anxiety. They may come to expect short, impersonal comments or a focus on what they’ve done wrong. While addressing areas for improvement is necessary, your feedback must also provide reassurance and positive reinforcement if it is to become effective and help them grow academically. Learners need to know that resources and support are available to help them succeed.

Providing encouraging feedback also requires empathy and a growth mindset on your part, especially when working with learners who seem resistant to change. As educators, these moments challenge us to develop new methods of outreach and connection, helping both learners and ourselves grow. When learners accept your assistance, and they follow the guidance provided, it can be rewarding to watch them grow.

Essential Strategy #3: Be Highly Present and Engaged

Checking in occasionally may meet the minimum faculty requirements, but creating a strong presence goes beyond logging in. Being highly engaged means finding innovative ways to connect with learners. For example, using videos can supplement your presence by conveying warmth and empathy in ways that written messages cannot.

I have used videos to share reminders, provide feedback, and enhance the learning experience—not as a replacement for engagement but as a complement. In addition, I actively participated in discussions, responded thoughtfully to messages, and crafted feedback as teachable moments. When learners see your visible presence and effort, they are encouraged to engage more fully in the course because they see you modeling that behavior.

Essential Strategy #4: Share Your Knowledge and Insight

In courses where content is already developed, some instructors may feel their ability to teach is limited. However, the true role of an instructor is to bring the curriculum to life. Even in structured environments, there are countless opportunities to share knowledge, provide relevant examples, and pose thought-provoking questions that encourage deeper reflection.

From my experience, engaging with learners as they connect course concepts to their own experiences is one of the most professionally rewarding aspects of teaching. Whether students grasp the material quickly or struggle with it, every interaction presents an opportunity for both teaching and learning. Their diverse perspectives and insights not only enhance their own understanding but also contribute to a richer learning experience for the entire class.

However, drawing out those valuable insights often requires meaningful interactions between the instructor and students. In most cases, deeper engagement emerges when an instructor actively participates in discussions—offering their own expertise, posing follow-up questions, and fostering intellectual discourse. Simply requiring students to post an initial response isn’t enough to create dynamic discussions; the instructor’s involvement is critical in transforming online conversations into engaging and thought-provoking exchanges.

Essential Strategy #5: Pay Attention to What Learners Need

One of the mindset tune-up strategies I used while teaching online was preparing myself for the start of each new course. At that time, I would remind myself that my time with learners was limited, and I needed to make the most of it. From the very first week, I focused on understanding their academic strengths and areas for development by carefully observing their progress.

Personalizing feedback and recommending resources tailored to individual needs shows learners that you’re paying attention and invested in their success. This approach shifts the focus from seeing names on a roster to recognizing individuals with unique goals and challenges. When learners feel seen and supported, they are more likely to engage with feedback and take meaningful steps toward improvement.

By implementing these strategies, you can humanize the online learning experience and create a truly learner-centered classroom. A dynamic and engaging environment not only fosters academic growth but also inspires learners to thrive.

From Tasks to Transformation: A Learner-Centered Approach

It’s natural for educators to feel apprehensive about the demands of teaching, especially when managing a heavy class load. Looking ahead at the tasks to be completed, it’s easy to become overwhelmed. Over time, I’ve realized that this perspective—focusing solely on my own workload and how I’ll cope—is not where my energy should be directed. This isn’t to say self-care and downtime aren’t important; they are essential. But as an educator, my first priority must always be the learners who are relying on me to show up and engage meaningfully in their academic journey.

Being truly learner-centered starts with preparation. It means creating the space and time to fully dedicate myself to my teaching responsibilities. When I worked as an adjunct, I ensured I wasn’t overextending myself by taking on too many schools at once. As a full-time educator, I remained committed to being available—even outside of traditional work hours—for those learners who were frustrated, concerned, or simply in need of guidance.

The educators I remember most were those who engaged deeply in the classroom and showed a genuine interest in my growth. That’s the kind of educator I always worked to be and remain, no matter how many years passed. I’m humbled by the knowledge that my learners’ success was intertwined with my dedication to their journey.

At the heart of every learner-centered classroom is an educator who truly cares—someone willing to invest the time and effort needed to nurture each learner’s progress. When we shift our focus from job duties and time constraints to the individual hopes, dreams, and ambitions of our learners, online teaching is transformed. This requires time and dedication on your part.

Remember: Your classroom is a collection of individuals, each with untapped potential. See them for who they are, honor their aspirations, and guide them with care. In doing so, you’ll create a learning environment where transformation is possible—one adult learner at a time.

About Dr. Bruce A. Johnson

Dr. Bruce A. Johnson is an educator, author, and scholar-practitioner with over 35 years of experience in teaching and training adults. He is a visionary leader in curriculum development, distance learning, mindset development, and higher education, with three published books and hundreds of articles that inspire and empower educators worldwide.

Discover more at Dr. J’s Books or connect on Twitter and Instagram.

Come join Dr. J’s group, Motivation for Transformation:

Any time of the day, visit this group to find your source of motivation, to be inspired and more importantly, have your mindset transformed: Motivation for Transformation

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Learn How to Help Students Discover Their Potential

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When you consider the potential your students may hold, you can either view it from a need to change how they perform or how they think about performing. I know from experience it is easier to provide feedback and focus on aspects of how students are performing by discussing content not substantially addressed, while highlighting errors in academic writing. Yet if I want to make lasting changes in how students perform, I know my work with students needs to include helping them think about their potential from an internal mindset perspective.

As an educator, I want students to realize the powerful potential they hold every day, just by the thoughts they are thinking. To accomplish this goal, I try to remind them there is something they have available within which may determine how successful their future can be; and it is the power of their thoughts.

In order to explain how I help students learn about this potential; I will first help you tap into this power, which in turn will allow you to teach your students the processes you discovered.

The Essence of a Thought

If you examine the essence of thinking, it all comes down to a single thought. The reason I begin with a singular thought is simple, you have literally hundreds of thoughts going through your mind at any given time. What helped me, as I studied adult education, was to learn about the mind having neurons or nerve cells with information to be transmitted. Any information, data, or knowledge which needs to be stored and transmitted as thoughts is done so through neural pathways, which are connected to the neurons. This is a very basic definition; however, the brain is filled with billions of neurons and neural pathways, which means the capacity for thinking is limitless.

Thoughts Become Thinking

An individual thought is a singular piece of data, knowledge, information, or an idea. When thoughts are grouped together, you are thinking. Other words used in place of thinking may include daydreaming, formulating, planning, and so on. Thinking occurs when you are involved in a conversation, considering the past, or evaluating the future. You are thinking even while reading these words now. Your mind is processing the information and attempting to make a connection to the words and concepts introduced.

There is an important reason why you need to know about thinking, especially as related to your future. A thought by itself is not particularly helpful or hurtful. But a series of thoughts, or thinking about something, has the potential to be anything but helpful. Take for example a person who continually thinks about the past and just cannot seem to let it go. This may lead to feeling a sense of remorse or guilt, preventing the person from setting new goals.

What you think also has a direct impact upon your ability to successfully complete your goals, dreams, plans, and more. These thoughts project the essence of an inner voice, a powerful source which can be reasonable, unreasonable, believable, or unbelievable, depending upon your unique view of the world. This inner voice can also remind you of the number of successes and failures. If you choose to harness its power for support, you will become much stronger and better prepared for the future.

Four Steps to Discover Your Potential

Now that you understand the importance of thinking, you can learn specific steps to discover the potential power of your thoughts. At first you may need to follow all four steps, in the order provided, but with time you should be able to set a goal and immediately harness your thoughts towards achieving a successful outcome.  

Step One: Develop Focused Awareness

There are more distractions now than ever, trying to get (and hold onto) your attention. Between online sources, news, social media, streaming, and television, your ability to remember anything important has become much more challenging. All of this can overwhelm a person’s thoughts, including their senses and emotions. Successfully completing any of your goals will be much harder if your mind is always cluttered and overloaded with information.  

In order to tap into the power of your thoughts, you must become consciously aware of what you are thinking about long enough to conduct self-assessment, maintenance, and self-care. I refer to this as a time of “focused awareness” or allocating time in which you think about your goals, well-being, and personal development. It can also mean dedicating some downtime for yourself, by allowing time to unplug from technology to regain a sense of balance.

Step Two: Engage in Focused Concentration

Once you learn to become aware of what you are thinking, you can then concentrate on your goals, dreams, hopes, future, and whatever else is important to you. This is why routine concentration time, even just a few minutes to check in, can give you time to think through the details of each of your goals or dreams, the progress made, and what still needs to be accomplished.

One of the most important aspects of focused concentration time is the opportunity to reaffirm your positive beliefs. If you do not believe it is possible to achieve what you set out to do, then it will likely not happen. You must believe in your capacity to adapt and learn because if you do not, no one else will.

You can use the practice of focused concentration any time throughout the day, when you feel your mind is becoming cluttered, you feel doubts or fears, or you experience any other negative emotions. You can stop and reset your mindset by focusing on the best of who you are and what you are capable of achieving. Then think about the future and what you are working towards. This will help keep you on a mental path towards success.

Step Three: Prepare for Purposeful Action

Once you have an awareness of your thoughts, and taken time for focused concentration, you can then consider what action is necessary to turn your goals and dreams into a reality. At first you may not know how this will occur. But the more you concentrate and focus your thinking, the more you will find ideas or new thoughts coming into your mind. This is all part of the creative process and a benefit of clearing out the clutter of your mind.

Another helpful idea is to keep pen or pencil and paper close by, as you may find yourself coming up with an idea (or thought) when you least expect it. This is a process of your mind trying to interact in-between all the information being processed throughout the day. There were numerous occasions when I experienced new ideas at night, just before I was about to go to sleep, and might have forgotten them by the next morning if they were not written down. It is helpful to remember the mind is always active, and never shuts off, even when you are asleep. You may wake up and need to write down a new idea right away.

Step Four: Develop a Personal Mantra

The final step for discovering your potential is to develop a personal mantra, something that helps you concentrate and maintain a positive focus, while supporting the steps already taken. Begin your mantra with the words “I will” and add reaffirming words after it. As an example, I developed the following mantra, which you may also find beneficial.

I Will: Not Falter, Trust Myself, Not Give Up

I Will: Fail if Needed, Believe in Myself

I Will: Succeed

I Will: Be Strong, Look Forward

I Will: Try and Try Again

Here’s How to Help Students Discover their Potential

Once you learn about the potential available to you, through the thoughts you nurture, you can use these strategies with your students. I am not advocating using the four-step process with students, and instead, using the elements you find are helpful to change how they think about their performance. For example, if a student is struggling with their work, you can have a discussion about their study environment and offer tips for concentrating. If you meet with students via Zoom, or some other platform, you could offer suggestions for self-reflection as a means of ongoing self-development and growth.

I use elements from these steps with my students, regardless of the subject matter. For example, I recall a time when a doctoral student told me they were glad I was assigned to them as their dissertation mentor as I had a reputation for being a “motivational guru”, which was a nickname I used for many years with my motivational picture quotes. I want students to remember they have the power of their mind to use as a source of strength and resilience. I try to remind students about the power of their beliefs, especially those who are in an entry-point doctoral class and need a strong belief system to get started successfully.

I tell students they have yet to fully understand how much potential they hold and it all begins with their thoughts. I encourage them to believe in themselves regardless of circumstances, and as a result it can help them discover more about what they are capable of achieving.

For you and your students I want you to remember: Who you are is a direct result of the thoughts you maintain. Teach your students what they accomplish will be determined by their ability, or inability, to control what they are thinking. The true potential any student holds, as to making changes in how they perform, begins with a single thought. When you help students discover how to harness the power of their thoughts, their future potential becomes limitless.

About Dr. Johnson

Dr. Bruce A. Johnson has 35 years of experience teaching and training adults. The first half of his career was spent in the field of Corporate Training and Development, with his last role as Manager of Training and Development.

Then in 2005, Dr. Johnson made a transition into the field of distance learning. Over the past 18 years, he has been an online instructor, Faculty Development Specialist, Faculty Development Manager, Dissertation Chair and Mentor, and Certified Curriculum Author.

Dr. Johnson is also an inspirational author, writer, and educator. His life mission is to teach, mentor, write, and inspire others. He has earned a PhD in Postsecondary and Adult Education, a Certificate in Training and Performance Improvement (TPI), a Master’s in Adult Education, and a Master of Business Administration (MBA).

As a scholar practitioner, Dr. J was published in a scholarly journal, and he has been a featured presenter at an international distance learning conference, along with presenting at three faculty conferences. He has also published over 230 online articles about adult learning, higher education, distance learning, online teaching, and mindset development. Dr. J published three books related to higher education, including two about online teaching.

Getting Down to Business: A Handbook for Faculty Who Teach Business.

Transform Adult Education: Expert Teaching Strategies for Educators.

Transform Online Teaching: Expert Strategies and Essential Resources Every Educator Needs.

Come join Dr. J’s group, Motivation for Transformation:

• Any time of the day, visit this group to find your source of motivation, to be inspired and more importantly, have your mindset transformed: Motivation for Transformation

Dr. J offers transformative resources:

Please visit Dr. J’s Books page on his website: Dr. J’s Books

You can also find Dr. J on the following social media sites:  Instagram

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Help Students Discover How Change is Part of Learning

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When students begin a class, it is done so with a purpose in mind, typically to acquire specific knowledge related to their chosen program. Yet acquiring knowledge consists of processes which many adult students do not fully understand, nor is it explained when they begin a class. One of those processes involves learning how to change, and this means changing how students think and process information. This in turn can create an internal sense of conflict and confusion as students usually don’t like change, especially if it involves changing their habits of thoughts.

Students rely upon habits and patterns of thought and even habits for working to meet the requirements of each class, and the idea of having to change can create a mental roadblock or barrier to their progress. Students may also not recognize a need to make changes in how they work or perform until it has been brought to their attention by an instructor, through feedback or direct interactions in class. At that point they may or may not be willing to accept it.

Instructors expect students to perform in a uniform manner, which means they must follow academic guidelines, adhere to school policies, and complete what is expected of them within the time-frames established. As instructors know, not all students are fully prepared to engage in class in a productive manner or have all skills necessary to perform their very best. There will likely be students, especially newer students, who need to adapt in some manner, and that means making changes.

Every student will encounter a time for change, possibly with each new class, and it is up to the instructor to develop an approach to teaching that helps reduce their resistance as part of the learning process and ongoing development. While every instructor has many aspects to classroom teaching to consider, and focusing on change may not be a priority, I found there are practices which can be implemented to skillfully guide students.

Change is Part of Learning

The process of learning itself requires change, regardless of the experience level of students or the number of classes they have taken. The transition made from one class to the next requires adapting to a new instructor, new expectations, new students, and possibly new procedures. Change also occurs as part of learning, as students may need to adapt what they believe and even what they know about course subjects or topics.

When students are involved in the learning process it can easily change what they know, how they think, how they perform, and how they interact, especially within online classes. For example, students may believe they communicate effectively in a virtual environment because of involvement in social media; however, it is a different form of communication and one that is often completed in short, abbreviated sentences. The initial learning curve for development of effective online communication takes practice, especially for many new students.

Students Who Are Self-Directed

The principle of adult education that explains how adults learn is known as andragogy, and it holds that adults are independent and self-directed in their ability to be involved in the learning process. It doesn’t always mean they know what to do or what is best for them as students. For example, if I were to ask a group of students to tell me what they need to work on for their most critical developmental needs, they may or may not be able to accurately articulate what it is, unless they were to refer back to feedback received.

The next consideration is whether or not a self-directed nature helps or inhibits their ability to adapt and change when needed. What often occurs is that it can create initial resistance if students believe they know best about their ability to learn, when they read something received from their instructor. The attitude that self-directed students hold is influenced by the relationship established with their instructors, which can be productive or challenging.

Students Who Feel Intimidated by Change

When students become aware of the need to change in some manner, especially when it involves changing habits, patterns of working, and/or established routines, they can have many reactions. If they have been working in the same manner throughout their classes and received positive outcomes, they may question why they need to alter their approach now. Some students may have an emotional or reactive response, express their feelings tactfully or otherwise, or they may quietly withdraw and disengage from class, if what they need to change seems unnecessary or too difficult for them to accomplish.

At the heart of any type of change is performing in a new or different manner, which is a behavioral change, and it can be challenging, depending upon the academic skills the students possess. It may also involve making an admission that something is not being done now in the most effective manner, especially if they believe their level of involvement and the quality of their performance is acceptable. The instructor’s approach has a definite impact on how students respond when they interact with them. If the tone of the feedback or communication is stern or threatening, students will likely feel intimidated and decide not to listen.

Three Strategies to Help Students Accept Change

The strategies that follow are those which I have relied upon in my online teaching practice. Perhaps one or all of them will be helpful for you as well.

Strategy #1: Provide Ongoing Instructor Support. At the center of most change initiatives are a behavioral process which occurs through a series of progressive steps. The first step is to comprehend and understand what they are going to do, why they are going to try something different, and believe it will benefit them in some manner. To do this an instructor will be more effective if they can help relate the need to adapt to the potential for positive outcomes and improved performance.

The first attempt a student makes is usually the most important step in the process. If they experience positive outcomes, such as encouragement or new results, they will likely try it again. This process will repeat itself until a new habit has been formed. However, if they make the first attempt and experience a negative outcome, such as criticism or they discover nothing has happened that benefits them or their performance, they may stop, give up, quit, or disengage from their class.

Strategy #2: Help Students Prepare for Change. If you are going to propose students try to do something new or different, prepare them before they begin. This includes offering them resources or creating an action plan with them so they know the steps to take. This creates a roadmap that sets them up for success. You can establish checkpoints along the way as a means of providing follow-up to check on their progress, so they feel supported.

If the suggested changes you’ve made were noted in their feedback, offer to have a follow-up conversation with them to clarify the purpose and intent of your feedback. You also want to be available to answer any questions they may have as that extra effort on your part is particularly important with online classes, given they cannot see you in this virtual environment. Most of all, never give up on them, even when they want to quit. Some students need a nudge, to put in extra effort, if they are going to get past mental barriers or a lack of self-confidence.

Strategy #3: Provide Positive Feedback. An effective and engaging method of providing feedback is an approach focused on student strengths rather than deficits. One helpful method is called the sandwich approach to feedback. It begins by noting something positive, then addresses developmental issues, and concludes with another positive aspect, even if the only positive aspect of their performance you can find is the effort made. The more you encourage their effort, the better that effort is likely to become in the long run.

You can provide details to outline how you assessed their performance and a rubric to itemize how points were earned. If there are many issues to address, select the most important issues first, so they do not become overwhelmed. You want them to view the process of change as something that is done through incremental steps. Instructors often believe students don’t read and implement feedback provided, so be sure to make yours meaningful, and ask follow-up questions as a means of engaging them in the process.

The Challenge of Time

The duration of most online classes provides a limited amount of time to get to know students and work with them. This may not allow you to develop a true sense of your students’ potential, until you have interacted with them and reviewed their performance. It is unlikely you will know about prior feedback they received, or if their performance is better or worse than it recently has been, which means an assumption should never be made that students don’t know better, they aren’t trying, or they haven’t been making any improvements. This is true for any instructor, whether they teach online or in a traditional classroom.

Instead of focusing on developmental needs in a general manner, address the specifics of what you believe they need to change, and present it in a manner that causes them to want to act, while letting them know you have their best interests in mind. If you are asking students to adapt to your personal preferences, and they do not see the benefits of trying what you’ve suggested, you may find yourself at odds with them.

You will find every student has potential to try something new and make changes when needed, but it is a matter of whether they will resist or try when asked to do so. Your relationship with students, and your disposition about their development, will go a long way towards helping them adapt and discover changes that can benefit their performance. If you believe students are capable of making improvements, or adapting how they perform through change, your belief will help make the learning process transformative.

About Dr. Johnson

Dr. Bruce A. Johnson has 35 years of experience teaching and training adults. The first half of his career was spent in the field of Corporate Training and Development, with his last role as Manager of Training and Development.

Then in 2005, he made a transition into the field of distance learning. Over the past 19 years, he has been an online instructor, Faculty Development Specialist, Faculty Director, Faculty Development Manager, and Dissertation Chair.

Dr. Johnson is also an inspirational author, writer, and educator. His life mission is to teach, mentor, write, and inspire others. He has earned a PhD in Postsecondary and Adult Education, a Certificate in Training and Performance Improvement (TPI), a Master’s in Adult Education, and a Master of Business Administration (MBA).

As a scholar practitioner, Dr. J was published in a scholarly journal, and he has been a featured presenter at an international distance learning conference, along with presenting at three faculty conferences. He has also published over 230 online articles about adult learning, higher education, distance learning, online teaching, and mindset development. Dr. J published three books related to higher education, including two about online teaching.

Getting Down to Business: A Handbook for Faculty Who Teach Business.

Transform Adult Education: Expert Teaching Strategies for Educators.

Transform Online Teaching: Expert Strategies and Essential Resources Every Educator Needs.

Come join Dr. J’s group, Motivation for Transformation:

• Any time of the day, visit this group to find your source of motivation, to be inspired and more importantly, have your mindset transformed: Motivation for Transformation

Dr. J offers transformative resources:

Please visit Dr. J’s Books page on his website: Dr. J’s Books

You can also find Dr. J on the following social media sites:  Instagram

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Discover How to Become an Emotionally Intelligent Educator

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“You cannot interact with students and be devoid of emotions.” – Dr. Bruce A. Johnson

Emotions are present in every aspect of our communication, whether or not we are aware of the existence of it. For example, you are having an emotional reaction right now as you read this opening introduction. You either feel a sense of connection to what you are reading, and want to continue on to learn more, or you believe you already know enough about the subject and feel it would not be worth your time.

When I refer to having emotions present with all communication, both written and spoken, it does not mean you are having an extreme emotional reaction. Rather it means you are reacting in a particular manner about what it is you are feeling or hearing, and you are responding accordingly. Now there are instances in which the words, spoken or written, are so provocative or inflammatory that it does in fact prompt a strong emotional reaction from you. Those are the moments you must carefully chose your response.

As an educator, and someone who teaches online, my interactions and communication occur with students most in written form, which means I’m receiving classroom messages, emails, and written classroom posts. The reactions I experience occur the moment I read something that has been posted or written and sent to me. My response is often immediate, unless I feel something negative and I am aware of the need to wait and process my reply. I may also have to wait and conduct research for an answer, which requires me to wait before I provide an answer.

I realize there has been much written about the subject of emotional intelligence, and there is an established definition of this topic as well. However, my view of becoming emotionally intelligent is somewhat different, especially as it is related to the work of an educator. I want to expand upon the idea of recognizing and managing emotions, by viewing the reactions and responses to what we read as levels of mental processing. I want to discuss the importance of moving past Level One or reactionary responses to our students, which is where emotional responses occur, and move into Level Two or the place within the mind where well-informed and emotionally intelligent responses are formed.

Level One: Emotionally Reactionary Responses

How I view the mind’s ability to process information, for the purpose of what I’m writing, is through the distinction of two different levels. Level One processing occurs when information or input is received. At this level, information is received and processed through filters that include biases, beliefs, opinions, perceptions, and so on. At Level One, processing occurs automatically. Rarely do we ever consciously think about the influence of our biases, beliefs, and opinions as we are reading or listening to information received. It’s within this initial level that our responses to requests received tend to be more immediate, sometimes reactive, and even emotional when provoked.

Because Level One responses occur so quickly, these reactions would not be considered the most emotionally intelligent. Consider the last time you received an email or message from one of your students. How quickly did you respond? Did you stop and think about how you felt or the emotions you experienced?

More than likely, you realized how you were feeling but did not recognize the impact of those emotions on the actions you were about to take and instead, you immediately addressed the message. If the response was not communicated in the most appropriate manner, you may also later regret how you responded in a reactive manner or wish you would have chosen a better reply. This is the value of hindsight and looking back after actions have already been taken.

Level Two: Emotionally Intelligent Responses

I consider this level of the mind’s ability to process information to be the heart of where logic, reasoning, and rational thinking occurs. A Level Two response is more proactive in nature, which means there is time taken to intentionally consider what has been stated or requested, prior to formulating a response. This does not mean every communication request received by a student needs to be processed in this manner. However, as an educator I’ve found it is important for my instructional practice to be more mindful of how I respond to student requests, as a means of becoming emotionally well-developed.

As an example, when a student sends a classroom message or email and expresses their unhappiness with his or her grade, and the tone of the message conveys extreme frustration, what is your immediate response to this situation? There are a number of possible answers to choose from for this scenario, beginning with an immediate or reactionary Level One response that informs the student about the grading scale and feedback provided. The next possibility is to provide a Level Two response and explain at length the justification for the current grade, which may lead to an ongoing series of lengthy email exchanges.

There is another option, one I have learned through time and practice, and it embodies Level Two as an emotionally intelligent response. This response takes time to empathize with the student, not offer explanations or justification, and instead, request a telephone conversation. As an online educator I realize there may be obstacles for trying to make this strategy work, especially if you are working in an adjunct role, yet an ability to communicate one-on-one with a student for this type of situation can help to relieve their discomfort and continue to build a productive working relationship.

I’ve had success with this approach, despite scheduling challenges which occur at times, and students discover someone cares about their progress, which is extremely important for distance learning. If you are going to try this approach, you can decide upon the specifics, such as days and times for telephone contact, and this will help to overcome any potential availability barriers.

How to Become an Emotionally Intelligent Educator

It is likely most of our responses to classroom communication occur from a Level One perspective, which means we are receiving information and requests and responding fairly quickly, unless otherwise required. This means our daily communication is being processed as a matter of routine and we are relying upon our built-in filters to help us address what we are receiving. Included in those filters are emotional reactions, which can range from minimal feelings to extremely negative feelings.

If something received from a student causes an emotional reaction, do you know how to process what you are feeling in an effective manner? This is where becoming an emotionally intelligent educator becomes important. To respond immediately is to remain at Level One and allow yourself to be reactive. But to wait and give yourself time to think more logically and rationally about the communication and information received, along with what was felt and the most effective way to respond, is to move into a Level Two response.

The following strategies can be used to elevate your responses from Level One to Level Two.

Strategy #1: Read and Critically Assess Responses Received

When information is received from a student, whether by email or classroom message, it needs to be read from an assessment point-of-perspective. Is this something you can or should address as a matter of routine? Did you experience any form of emotional reaction?

If this is a relatively routine request, and something you can address quickly without any emotional reaction, there is no need to move beyond Level One. If the student has made a request and it is more involved or complex, or you experienced any form of emotional reaction, then you are going to need more time to process it. This presents you with an opportunity to pause, reflect, and engage the mind further, and determine the most effective response needed, in order to bring about the most productive outcome. You decide then how much time this communication warrants.

Strategy #2: Give Yourself Time to Level Up to a Professional State of Mind

Once you have paused and decided to take time to reflect further upon an email or classroom message, this allows you to move into Level Two. What has occurred is a conscious awareness of what you are thinking about, as to your reaction to the message received. Now you will be more aware of your internal filters, along with any emotional reactions experienced.

As you spend time, even just a moment or two, reflecting upon the message, you can begin to engage the rational, practical, and logical part of your mind. This is dependent upon the condition you are able to first work past any negative emotions. You must first address your emotional reaction before you can help the student with their request. This requires intentionally calming yourself and returning to a professional state-of-mind, no matter how personal the message communicated may have felt.

As you begin to engage the mind in a productive manner, you can then focus on the matter at hand. Now you can see the student as a person, someone who needs assistance, allowing you to determine the best course of action and outcome. What I’ve learned, through time and experience, is the more lag time or processing time I allow, the better informed my responses will become. Level Two mental processing will increase the effectiveness of your responses and likelihood of sustained productive relationships with your students.

Becoming Emotionally Intelligent Takes Practice

All educators have many responsibilities to complete. Receiving messages and requests from students only adds more time to a busy day. The thought of having to slow down and be intentional in your response may seem like adding more time and yet, the end result is likely to be worth it, for those messages are in need of additional time and thought. The initial thought process used, or Level One, includes your reactionary response that is influenced by internal filters. What you want is to engage Level Two, or the part of the mind that processes information in a more logical manner. This is how you can become emotionally intelligent, which is critical for your work as an educator.

Students come to the classroom with varying degrees of skills, experience, and knowledge. Their expectations also vary, which includes what they expect from their instructor. All this adds up to a classroom with students who hold expectations which may or may not be realistic, and academic developmental needs that must be managed from an individual perspective. To best address these students, you need to be able to process what you read from an unbiased, emotionally-controlled, logical, rational, and proactive approach.

Becoming emotionally intelligent takes practice and time to evaluate communication received. You do not need to become devoid of emotions, only aware of how you are responding and the potential impact of the emotions used. The further away from reactive responses you can move, to the use of logic and reasoning, the more effective you will become in managing your responses.

As a result of slowing down your responses, you will likely find yourself becoming better prepared to respond, more confident in handling requests, and developing much stronger relationships with your students. Through the process of self-reflection, you may also discover emotions can be effectively used in communication with others, especially your students, even with an intellectually responsive reply. When you are emotionally under control, you are conveying a sense of calm, caring, and appreciation for every one of your students. This may be the very connection they need to remain engaged in your online class.

About Dr. Johnson

Dr. Bruce A. Johnson has 35 years of experience teaching and training adults. The first half of his career was spent in the field of Corporate Training and Development, with his last role as Manager of Training and Development.

Then in 2005, he made a transition into the field of distance learning. Over the past 19 years, he has been an online instructor, Faculty Development Specialist, Faculty Director, Faculty Development Manager, and Dissertation Chair.

Dr. Johnson is also an inspirational author, writer, and educator. His life mission is to teach, mentor, write, and inspire others. He has earned a PhD in Postsecondary and Adult Education, a Certificate in Training and Performance Improvement (TPI), a Master’s in Adult Education, and a Master of Business Administration (MBA).

As a scholar practitioner, Dr. J was published in a scholarly journal, and he has been a featured presenter at an international distance learning conference, along with presenting at three faculty conferences. He has also published over 230 online articles about adult learning, higher education, distance learning, online teaching, and mindset development. Dr. J published three books related to higher education, including two about online teaching.

Getting Down to Business: A Handbook for Faculty Who Teach Business.

Transform Adult Education: Expert Teaching Strategies for Educators.

Transform Online Teaching: Expert Strategies and Essential Resources Every Educator Needs.

Come join Dr. J’s group, Motivation for Transformation:

• Any time of the day, visit this group to find your source of motivation, to be inspired and more importantly, have your mindset transformed: Motivation for Transformation

Dr. J offers transformative resources:

Please visit Dr. J’s Books page on his website: Dr. J’s Books

You can also find Dr. J on the following social media sites:  Instagram

       

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Nurturing Student Growth: One Interaction at a Time

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The field of distance learning continues to evolve, not just from a technological perspective, but also by the mode of delivery for online classes. When this field was first developing in the early 2000s, one of the primary concerns was related to the ability of this form of teaching to replicate traditional classroom learning.

Over time most online schools included some form of instructor-to-student interaction as part of the curriculum, typically through asynchronous discussions, thereby making it possible for students to still experience many similar elements of a traditional classroom. If there were still any lingering doubts left today about an ability to learn effectively in a virtual environment, the pandemic has helped to eliminate them.

The ongoing evolution within the field of distance learning has been the development of competency-based education, or learning specific skills and competencies to meet course-specific objectives. This is changing the field of higher education, specifically courses and curriculum.

What are highlights of these competency-based programs?

The following are generalizations of the competency-based programs I observed to date.

A. There is no discourse built into the courses. Students are taking self-paced courses, similar to correspondence-style courses from the 1970s.

B. There are no daily or weekly interactions required between instructors and students, which means there is never an opportunity for instructors to engage students with Socratic questioning.

C. The lack of instructor-to-student interactions also eliminates the power of words that traditional online instructors can utilize daily and/or weekly. Traditional online instructors have an opportunity to motivate and encourage students through the power of their words.

While there are going to be some students who are well-suited for this mode of learning, the human element of learning can still be transformative for all students who are able to interact with an instructor on a regular basis, especially when an instructor is highly engaged in the learning process. That may be missing from a competency-based course.

The traditional online classroom, with mandatory instructor-to-student interactions, requires an instructor to be present, available, and responsive to the needs of their students. It is possible for an instructor to be minimally present and only when contractually obligated to do so; however, schools and students expect much more from instructors, and minimal engagement is rarely tolerated. This puts the onus on instructors to learn to become highly effective within a virtual environment, interacting with students they cannot see, while communicating primarily through non-verbal classroom messages and posts.

Which is most effective for learning? Perhaps you’ll find out as you learn from my 18+ years of experience in the field of higher education and distance learning. I’ll also share some strategies for helping you, as an online instructor, enhance your interactions with students.

Why the Need for an Instructor?

Consider the student who can memorize information long enough to pass a test, or grasp information well-enough to write a paper sufficient enough to be evaluated by a grader. From a cognitive perspective, you can ask: Has there been enough interactivity involved to cause information to become knowledge, and more importantly, has there been enough interactivity involved to cause knowledge to be transferred from short-term to long-term memory? These are the questions I ask of anyone who is developing a course, regardless of the modality of the course. As a curriculum author I have to ensure students will not just be completing busywork, and instead, complete authentic tasks which lead to cognitive development and retention of knowledge. Tasks must also be applicable and relevant to the real world, which an instructor can help promote through direct interactions.

When students are involved in a classroom environment, be it online or a traditional on-ground campus, they are provided with an opportunity to discuss course concepts or interact with the information studied in greater depth. This makes the learning process transformative, as it helps to build the neural pathways necessary for long-term retention of the knowledge. The reason why is the added context provided through discourse, which transforms information into usable and relevant knowledge, to be used now, stored in long-term memory, and called upon later. The most essential element of class discussions, the person guiding the ongoing discourse, is the instructor.

Developing a Competency versus Learning and Acquiring Knowledge

I can begin this analysis from the perspective of the student and focus first on the reason why they are enrolled in a degree program. For most online students, who are often referred to as non-traditional students, they have a specific goal or purpose in mind. In other words, they are not just enrolled for exploratory purposes. They are either seeking to advance their career, change careers, continue with their professional development, or gain career-specific knowledge to specialize in their career field. The expectation is they will be able to graduate from the program and immediately apply what was learned to their career, for whatever the initial purpose or reason was for enrolling.

For online schools that are strictly competency-based, and offer no required instructor-to-student interactions, the expectation is that by the end of a “course” the students will have demonstrated mastery of a competency. This mastery could be demonstrated via a score on an exam, a written paper, or a combination of the two. Within this structure, students may not be required to read the materials provided, and only are encouraged to so if they are unable to achieve a passing score on an exam or paper. The question becomes: If there were no direct interactions with an experienced instructor required, and a student is only required to pass with a satisfactory exam or written paper score, has learning occurred?

The answer to the question, as provided by the online institutions offering competency-based programs only, is this: Students have demonstrated mastery of a competency at the end of a “course”. My question is this: If studying isn’t required, then how has a student actually learned? I understand a student can memorize information or write about a topic they are already familiar with, but isn’t this like the correspondence-style courses which predated online programs? This is similar to someone picking up an instruction book or set of instructions for installing a new piece of equipment. They can acquire the information necessary to complete the required tasks long enough to do it, but will they retain the information for the long-term, and has learning occurred? This is why the role of curriculum development becomes vital to the success of these courses, as to whether or not students actually learn while mastering competencies.

I still believe learning requires context and discourse, in order for it to become knowledge, as neural pathways are created and knowledge is stored in long-term memory. Anyone can read or write, but understanding what it is you are reading and writing, and putting it into a context you can understand and apply, is the transformative part of learning. This is why I still believe an instructor is necessary to guide discourse and help create an environment necessary for context to occur. This is what I have done with my online classes for over 18 years, and I’ve seen the outcome with students, especially when they can immediately apply specific topics to their career. I’ve observed students learn, as a result of their interactions within the classroom, through online class discussions.

How to Nurture Student Growth: One Interaction at a Time

To help your students learn, as an instructor within an online classroom environment, there are specific strategies you can implement. The following is a summary of some of the most effective strategies I’ve developed, and I’ve utilized the acronym INTERACT to help present them to you.

Individualized Attention: Whenever you have an opportunity to interact with students, try to see them individually. What I mean is to view each one of them sitting in a classroom, or coming to Office Hours, and providing them with personalized attention. I remind myself of this every time a new term starts and I take time to read every student’s introduction. I want to remember some detail about each one so I continue to view them each as a person.

Needs-Based Focus: As an instructor, you are provided with an opportunity to be more than a grader. What do I mean by this statement? You are able to interact in a much more direct and engaging manner, and by doing so, you are learning about their academic needs. This allows you to recommend resources based upon their needs, and share your recommendations in a conversational manner, as you develop productive relationships with them. As another example, I develop instructional videos each week to help students learn, and I am present in those videos to help reinforce my connection with them.

Transformative Discussions: At the heart of a typical, and traditional, online classroom is the discussion. What makes a discussion transformative for students is the involvement of an instructor, when they are able to engage students in discourse and prompt their intellectual curiosity. This requires more than acknowledging something the students have written, and instead, it requires providing context. I use a scaffolding approach to the development of my discussion responses. I also use Socratic questioning, and ensure I conclude with a question, to help extend the conversation.

Evaluate for Development: As an assigned instructor, you get to learn about your students and their academic development. When you provide feedback for learning activities, which are typically discussions and written assignments, your role is usually more than that of a grader. By knowing how your students are progressing, you can address their developmental needs with personalized feedback that helps to guide their ongoing academic achievement.

Respond Patiently and Appropriately: Most online instructors are aware of the growing impatience among younger students, as to having to wait for a response to their questions. It is understandable that when a student feels stuck, needs assistance, and/or finally decides to ask for help, they don’t want to wait days for a response. Then when you read the message and find the tone isn’t proper, your natural reaction might not be the best. That’s the time to take a break. Regardless of the student’s demeanor, you must always be patient and willing to help in a kind and caring manner.

Allow Time for Accessibility: One of the most important lessons I’ve learned as an online instructor is the need to be accessible and available for students. I’ve found students will often mirror my level of engagement in the classroom, especially within the class discussions. If I were to be available and present only when contractually required, students might perceive I don’t care that much about the course. I also make certain to provide Office Hours during times when students are likely working and need my assistance, so they know there is someone readily available to support them.

Communicate with a Proper Tone: An online classroom environment is not always the easiest type of classroom to communicate in, as you are relying primarily upon messages to convey everything you have to state. If you aren’t careful about how you develop your messages, and the perceived tone of the messages, students may stop communicating with you or disengage from the course. If you are newer to a virtual environment, one method I recommend is reading your messages aloud prior to sending it. You can also create your messages in a Word document first, to ensure there is proper academic writing and a proper tone, prior to sending them.

Teach in Every Interaction: As an instructor, you have an ability to use interactions with students as teaching moments. When you respond to questions, reply to discussion posts, or provide feedback, you have an opportunity to teach through the power of your example. Whether you are sharing your subject matter expertise, providing context, offering insight, or suggesting academic resources, consider how you can use those interactions to engage with students and teach.

An Instructor is the Heart of the Classroom

There’s no question the field of higher education, and more specifically distance learning, is evolving. The model of an online class, with a specified number of weeks, weekly discussions, required weekly learning activities, and an assigned instructor, is becoming replaced by competency-based programs which may not have mandated interactions with instructors.

While I understand the basis of demonstrating competencies, and the purpose it is meant to align with, I question whether or not it is returning to the days of correspondence-style courses. The type of learning I still believe is most effective, is based upon interactions, discourse, and context, which helps promote the long-term retention of knowledge. I believe many students need the support, encouragement, and assistance of an instructor, to successfully work and thrive in a virtual environment. If you, as the instructor, take the time necessary to create conditions that engage students in the learning process, you become the heart of the online classroom.

Your students will find learning transformative, not just as a result of what they learned, but also as a result of the interactions which encouraged them and brought out their very best performance. Truly transformative learning occurs first because of the contextual connections made with the information studied, and then the discourse developed by an instructor. Transformative learning also takes place because of relational connections made, with an instructor who brings a classroom to life through active and responsive engagement in the course.

About Dr. Johnson

Dr. Bruce A. Johnson has 35 years of experience teaching and training adults. The first half of his career was spent in the field of Corporate Training and Development, with his last role as Manager of Training and Development.

Then in 2005, he made a transition into the field of distance learning. Over the past 19 years, he has been an online instructor, Faculty Development Specialist, Faculty Director, Faculty Development Manager, and Dissertation Chair.

Dr. Johnson is also an inspirational author, writer, and educator. His life mission is to teach, mentor, write, and inspire others. He has earned a PhD in Postsecondary and Adult Education, a Certificate in Training and Performance Improvement (TPI), a Master’s in Adult Education, and a Master of Business Administration (MBA).

As a scholar practitioner, Dr. J was published in a scholarly journal, and he has been a featured presenter at an international distance learning conference, along with presenting at three faculty conferences. He has also published over 230 online articles about adult learning, higher education, distance learning, online teaching, and mindset development. Dr. J published three books related to higher education, including two about online teaching.

Getting Down to Business: A Handbook for Faculty Who Teach Business.

Transform Adult Education: Expert Teaching Strategies for Educators.

Transform Online Teaching: Expert Strategies and Essential Resources Every Educator Needs.

Come join Dr. J’s group, Motivation for Transformation:

• Any time of the day, visit this group to find your source of motivation, to be inspired and more importantly, have your mindset transformed: Motivation for Transformation

Dr. J offers transformative resources:

Please visit Dr. J’s Books page on his website: Dr. J’s Books

You can also find Dr. J on the following social media sites:  Instagram

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4 Strategies Needed to Engage Students in Their Feedback

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Do you look forward to providing student feedback, or do you dread the thought of having to read through student papers, especially when there is a deadline looming? Do students engage with and respond to your feedback? Would you like to be certain students are reading the feedback you take time to develop?

As an educator you may spend a significant amount of time developing feedback for your students, especially for their written assignments. The developmental progress of your students is strengthened when you provide meaningful feedback and they respond to it, either through their actions and improved performance, or their follow up questions to you. How do you react when students don’t respond to your feedback? What if they continue to make the same mistakes and their performance does not improve? Do you assume students aren’t reading the feedback or perhaps they aren’t interested in it?

It can be very frustrating when you have invested time and thought into the feedback, especially when you have addressed their individual developmental needs, and students do not seem responsive to it. If this happened to you it may be helpful to reflect upon the feedback provided and consider what techniques are likely to encourage students to be active participants in this process. The following techniques can help you create meaningful feedback, allowing you to discover its power and potential to address the academic and developmental needs of your students, while encouraging students to become engaged in and responsive to the process.

Avoid These Feedback Shortcuts

Instructors know students need more than a letter grade to prompt their continued development and this aligns with the premise of self-directed adult learners who want to be involved in the learning process. Students want to know why they earned the grade received. If they use grades as their primary source of motivation it becomes important to teach them to focus on more than their grades and instead understand the meaning of those grades and what can be learned from it. To accomplish this goal, feedback needs to address the content of what was written, along with the mechanics, and be done in a manner that encourages their progress.

What some instructors rely upon, typically when there is little time available, is canned comments or quickly written commentary. Comments such as “Good Job” offer little value to a student who has spent time developing a written project or assignment. The same is true when a score or a letter grade is the only feedback received for a written assignment or project. Feedback is most effective when it causes students to become further interested in the topics and more importantly, when it causes them to reflect upon their academic progress. When students are engaged in the feedback process, they are more likely to be responsive to what their instructor provided and learn from it.  

The Student’s Perspective of Feedback

As you begin to review the feedback provided to your students, have you considered the students perspective and how they may interpret what you have written? For example, do you find that detailed narratives are more effective than one-word responses or brief comments? Are you talking at students or are you attempting to work with them? Students may be naturally defensive if an instructor is telling them what is wrong without providing supportive comments or constructive criticism.

An instructor’s approach to feedback, along with their attitude and belief about the potential of their students, has a direct bearing on the tone and delivery of the message developed. Student responsiveness may also be related to their perception of the instructor’s willingness to assist them. This reminds instructors of the importance and impact of their word choices, which can encourage students to be receptive to feedback or cause them to discount it.

There is a perception that grades are somehow tied to a student’s self-worth and this causes those students to give up easily when they perceive they have failed. Students think about failure most when they put in what they believe to be their best effort and receive feedback that conflicts with that belief and/or they watch their cumulative grade as an indicator of their progress and it continues to decline no matter how hard they try. Some students are not bothered by less than perfect outcomes and others will believe they have failed if they did not earn all “A” grades. This is why the feedback you provide must be explanatory in nature, to describe the strengths of the submission and the areas of needed development.

Are Students Not Responding to Your Feedback?

If you find that students are not responding to feedback there are additional questions to consider as a means of understanding your students’ perspective. Do you believe your students are not reading the feedback or is it possible that they are reading it and intentionally ignoring it?

Another possibility to consider is that students who are struggling from a developmental perspective may not fully understand or comprehend what you have written. If students are continuing to make the same types of mistakes or they receive a low score on the assignment, they may be experiencing frustration and not able to fully recognize how they need to improve their performance. Students may also be confused about the assignment expectations if the criteria have not been fully explained. From your students’ perspective you may also consider if they are comfortable asking questions and if they feel that you are receptive to their inquiries.

4 Strategies Needed to Engage Students in Their Feedback

The goal of feedback is to assess progress made with meeting assignment requirements and learning objectives, while also demonstrating progress with the development of specific skills, such as academic writing and critical thinking.

Step #1: Use Thought-Provoking Questions

One method of engaging students is to include reflective questions within your feedback which asks them to reflect upon the assignment, the related course topics, and their overall progress. The inclusion of thought-provoking questions may prompt students to evaluate their academic development, while providing an opportunity for meaningful dialogue to occur either within or with you. For example, when I insert commentary into a student’s paper, I’ll address the content and ask questions directly related to it so they will continue to learn.

Step #2: Develop Follow-Up Questions

If you have provided feedback that includes reflective questions and students do not respond, what approach would you utilize at that point? For an online instructor there is a greater challenge for engaging students because of the lack of face-to-face interaction. Would you consider posting follow-up questions and asking students to respond directly to them? It is understandable that you may not have a lot of time to develop feedback, ask reflective questions, and then develop additional follow-up questions. However, the result could be transformative for a student who needs the additional assistance.

Step #3: Provide Follow-Through

This method of follow through may be necessary only for students who have significant developmental challenges; however, consistent effort and follow-up may make a difference for those students who require additional assistance. Follow-through is also necessary whenever there is a student who is struggling, not making progress, making the same mistakes, or facing any other challenges. It is important to make certain they read the feedback and have an opportunity to discuss their progress.

You can put a follow-up note on your calendar and periodically check-in with the student to determine how they are progressing. This human element is especially effective for online courses, when students cannot see their instructor. When you provide some form of follow-up, you can check to find out if they have used the resources provided and how they feel about their progress.

Step #4: Use of Office Hours

Another technique to consider implementing, prior to an assignment and/or discussion due date, is the use of Office Hours. You can ask students to attend and ask general questions about the weekly discussion and assignment requirements. The immediate benefit is that students have an opportunity to see you. It’s the first step to building a connection with students. This will help them feel more comfortable asking questions and seeking assistance.

In addition, if a student is struggling and wants to talk about their feedback or academic development, which is a personal matter, you can schedule a private one-on-one Zoom meeting with them. I have found these face-to-face interactions are very useful for helping students who are struggling with any aspect of the course or their developmental needs.

Encourage Student Engagement

The purpose of devoting time and attention to the feedback you provide is to encourage student engagement in the class and the process of learning. Many of the techniques suggested require an additional investment of time; however, by implementing these strategies you may find that a proactive approach addresses non-responsive students in a way that encourages academic progress and a receptive attitude. This can also strengthen working relationships with students and help to facilitate effective communication. When you provide feedback that matters, students learn you care about their ongoing progress, and they are likely to start reading it week after week.

About Dr. Johnson

Dr. Bruce A. Johnson has 35 years of experience teaching and training adults. The first half of his career was spent in the field of Corporate Training and Development, with his last role as Manager of Training and Development.

Then in 2005, he made a transition into the field of distance learning. Over the past 19 years, he has been an online instructor, Faculty Development Specialist, Faculty Director, Faculty Development Manager, and Dissertation Chair.

Dr. Johnson is also an inspirational author, writer, and educator. His life mission is to teach, mentor, write, and inspire others. He has earned a PhD in Postsecondary and Adult Education, a Certificate in Training and Performance Improvement (TPI), a Master’s in Adult Education, and a Master of Business Administration (MBA).

As a scholar practitioner, Dr. J was published in a scholarly journal, and he has been a featured presenter at an international distance learning conference, along with presenting at three faculty conferences. He has also published over 230 online articles about adult learning, higher education, distance learning, online teaching, and mindset development. Dr. J published three books related to higher education, including two about online teaching.

Getting Down to Business: A Handbook for Faculty Who Teach Business.

Transform Adult Education: Expert Teaching Strategies for Educators.

Transform Online Teaching: Expert Strategies and Essential Resources Every Educator Needs.

Come join Dr. J’s group, Motivation for Transformation:

• Any time of the day, visit this group to find your source of motivation, to be inspired and more importantly, have your mindset transformed: Motivation for Transformation

Dr. J offers transformative resources:

Please visit Dr. J’s Books page on his website: Dr. J’s Books

You can also find Dr. J on the following social media sites:  Instagram

       

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