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.
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