challenges for online education

Instructional Design

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

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

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

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

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

Continue reading or jump ahead: 

• Types of online learning  

Synchronous learning

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

• Gamification  
• Isolation  
• Lack of motivation 

Time management 

Distractions .

• Technical issues  
• Communication 

Personal barriers 

Overview of top solutions to overcome online learning challenges.

Check out: Thinkific Online Learning Trends 2024

What is online learning?

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

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

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

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

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

Types of online learning 

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

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

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

Here are some other common forms of online learning: 

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

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

Top challenges with online learning 

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

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

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

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

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

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

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

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

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

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

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

Gamification 

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

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

Related: Top Advantages and Disadvantages of Mobile Learning

Problems faced by students in online classes

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

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

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

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

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

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

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

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

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

Lack of motivation

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Technical issues 

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

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

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

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

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

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

Communication

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Online learning: What next for higher education after COVID-19?

Online learning could be used to revolutionize education for the good. Image:  Unsplash/Emmanuel Ikwuegbu

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Stay up to date:.

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• Higher education institutions worldwide faced challenges when switching to online learning due to the COVID-19 pandemic.
• However, the experience highlighted how online learning could make education more engaging and accessible for many students.
• Lecturers and teachers should embrace the opportunities offered by digital distance learning to revolutionize education for the better.

Prior to the pandemic, very few students had the chance to study online. As a digital dreamer for Education 4.0 , my dream for the future of higher education had long involved a shift from the university being a physical location to a digital one – meaning you can study whenever and wherever you were.

Then COVID-19 forced higher education institutions (HEI) to move to digital distance learning all over the world. According to UNESCO , 194 countries and regions temporarily closed their educational institutions due to the pandemic, affecting more than 1.5 billion students worldwide.

But the process wasn't easy due to a range of issues including IT problems, internet access and lack of knowledge around digital teaching resources. However, with careful planning and implementation, online learning can make university education more affordable, accessible, interactive, and student-centered.

COVID-19 a 'steep learning curve' for lecturers

The Organisation for Economic Co-operation and Development's Higher Education Institution study highlighted how lecturers faced a steep learning curve when adapting to new teaching technologies at the start of the pandemic.

They suddenly had to record lectures, create learning resources, organize online classrooms and hold live sessions. For some it was easy, but not for others; they learned to teach online by actively doing so due to circumstance.

Inside Higher Ed's annual report found that half of the professors surveyed agree that online learning is an " effective method of teaching " and many instructors are concerned that their engagement with students has diminished thanks to the shift to online learning.

Academic staff also reported more stress and work-related pressure , more out-of-hours work and too much bluescreen engagement.

Even so, this compassionate teaching style and the sense of solidarity between lecturers and students should be valued and nurtured throughout university teaching, online or off.

From a student's point of view, remote learning often works well, especially if we consider students’ financial and maintenance costs.

But it can also prove to be a loss, if students need face-to-face learning, to complete laboratory work, or even just have social contact on the campus.

Online learning can be more productive

During the pandemic, many academic staff realized that dividing teaching into multiple small learning activities – such as mini-lectures, group discussions, class polls and pop-up quizzes – could be more productive.

New digital skills and technology played key roles in transforming traditional classrooms into hybrid ones. However, it must be remembered that such blended teaching methods increased both working hours and stress levels in teaching staff.

As such, teaching staff should have their own autonomy to design their courses. Otherwise, universities could end up creating a blended education environment, but without the quality of education.

COVID disruption to education

Pandemic undoubtedly disrupted the whole education sector and prompted academic staff and students to change their working, learning and even living conditions.

In addition, there are concerns that the digital divide among university students has increased, due to varying access to online platforms and services.

The disruption has also had a potential financial impact. According to McKinsey & Company, global costs from pandemic-related learning delays could reach $1.6 trillion annually by 2040, or 0.9% of the world's GDP.

Technology can revolutionize learning for good

As an Innovation and Digitalization Researcher, I have observed that there is massive potential for using technology to deepen and support learning outside the classroom.

The pandemic forced us to define what engagement really means in the classroom, showing us how students could be more creative and how a creative exam assessment can take the place of a traditional one.

Regardless of where the class takes place – in person, online, or through hybrid learning – the key priorities for HEIs should remain student engagement and the learning experience.

It is important for us to acknowledge what’s happening around us and what resources are available to support student learning. Technology isn’t just a disruptor, but an enabler.

Since COVID-19, I have been effectively using a number of such tools in my classes to make the best pedagogical practices, including Moodle , Microsoft , Google Education , Screencast-O-Matic , Miro , Zoom , and H5P.

According to the Online College Students 2022 report , 87% of undergraduate and graduate online students agreed or strongly agreed that online education was worth the cost. In 2020, most likely due to COVID-19, 73% of students were considered online or partially online, compared to 33% in 2017.

Why we should embrace online learning

Undoubtedly, HEIs have learned an invaluable lesson over the past few years. Some may think that COVID-19 learning was not good enough , but it would be a shame to go back to an absolute face-to-face learning environment at the higher education level.

For at least the next couple of years, universities will have to deal with some of the toughest circumstances they have ever encountered due to COVID-19.

Yet they can also embrace the changes brought by online learning and transform higher education for the better.

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License and Republishing

World Economic Forum articles may be republished in accordance with the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License, and in accordance with our Terms of Use.

The views expressed in this article are those of the author alone and not the World Economic Forum.

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Demand for online education is growing. Are providers ready?

Interest and participation in online learning continues to grow: 2020 saw record enrollment, 1 Data are from the Integrated Postsecondary Education Data System (IPEDS), National Center for Education Statistics, US Department of Education, accessed March 2022. and universities have launched new online programs to meet this increased demand. 2 For examples, see Sydney Lake, “Alabama State University to launch online MBA program,” Fortune , May 16, 2022; Jenna Tarleton, “Colorado State University Global launches new online Master of Business Administration,” GlobeNewswire, June 1, 2022; and 2U, “edX and University of Maryland launch new online product management master’s degree,” Cision: PR Newswire, May 17, 2022. From doctoral students to lifelong learners, people are increasingly accessing online tools to learn and acquire new skills. Though the increase in demand is undeniable, creating compelling offerings that appeal to prospective students is an ongoing challenge for many providers.

Many players are vying for a piece of the online education market, from local and national universities to emerging online education giants and newer nondegree providers. The magnitude of these market shifts and the increasing competition they herald suggest that online education providers may be compelled to go beyond incremental improvements and initiate big, bold moves to survive, grow, and thrive.

Major market forces

Four core market forces are reshaping the online education space, including increased competition, consolidation by a handful of big players, an influx of investments, and rising standards for quality (Exhibit 1).

As demand for online education has grown, the market has become increasingly competitive, with providers vying for attention from a broad set of prospective students.

From 2011 to 2021, the number of learners reached by massive open online courses (MOOCs) increased from 300,000 to 220 million. 3 Dhawal Shah, “A decade of MOOCs: A review of stats and trends for large-scale online courses in 2021,” EdSurge, December 28, 2021. Between 2012 and 2019, the number of hybrid and distance-only students 4 As a proxy for online learners. at traditional universities increased by 36 percent, while the circumstances of the COVID-19 pandemic in 2020 rapidly accelerated that growth by an additional 92 percent. 5 IPEDS, distance education status as of fall 2020, accessed March 2022.

Against this backdrop of growing student interest, the market for online education has consolidated around a handful of dominant online-degree players. A recent analysis of Integrated Postsecondary Education Data System (IPEDS) total enrollment data showed that while the overall market for degree programs decreased approximately 3 percent from 2019 to 2020, four of the largest open-access online education providers—Southern New Hampshire University (SNHU), Liberty University, Western Governors University (WGU), and Grand Canyon University (GCU)—grew their total enrollment by 11 percent on average. 6 IPEDS, distance education status as of fall 2020, accessed March 2022.

But online degree-granting universities have newer, digital-native entrants nipping at their heels and targeting the same student segments. Numerous digital-education start-ups are disrupting the space, driven by a rise in venture capital funding. US venture funding for education technology (edtech) grew from $1 billion to $8 billion between 2017 and 2021. 7 “Global edtech venture capital report - Full year 2021,” Holon IQ, January 3, 2022. In 2021, the public appetite for these investments was evident in the successful IPOs of multiple edtech companies, including that of Coursera (valuation of more than $4 billion). 8 Marina Temkin, “Edtech backers rewarded as IPO pipeline heats up,” PitchBook, November 1, 2021. Edtech investment could be poised for more growth as online offerings surge and as institutions continue to shift toward blended learning grounded in cutting-edge digital technologies.

The forces propelling demand have been accompanied by rising standards for online education quality. For example, new offerings are blurring the lines between degree and nondegree learning, creating a new category of educational competitors. Google’s Grow with Google program, in partnership with Coursera, 9 The Keyword , “Opportunity for everyone,” blog entry by Sundar Pichai, Google, October 12, 2017. offers courses in high-demand areas such as user experience design and data analytics and has made significant gains in enrollment. These programs give prospective learners cost-effective, expeditious options beyond a degree program. Traditional digital-education providers that are primarily degree-focused may want to consider including such offerings in their strategies to compete and grow in the online education space.

Greater demand and rising quality standards also suggest that students are growing savvier about the returns of their educational investments. For some prospective students, especially those moving into high-paying fields such as IT, the opportunity to learn high-demand skills is more important than a program or institution’s brand. Nearly half of respondents to our learner segmentation survey said they would only consider paying for education programs that have an expected positive return on career outcomes, while 21 percent indicated they would consider attending a school to get a degree only if the school was “top ranked.” 10 McKinsey Learner Segmentation Survey (n = 3,709).

Five strategic moves that could unlock opportunities

Amid these market forces are potential growth opportunities for online education providers, but successfully unlocking these opportunities may require providers to make bold moves in adapting and pivoting strategies.

Employers in fields from healthcare to cybersecurity are struggling to find qualified workers, 11 WorkCare Blog , “Employers struggle to find qualified workers,” August 3, 2021; Matt Ferguson, “Employers struggle to find skilled workers,” CNN, 2008; David Ramel, “‘Great Resignation’ depletes already hard-to-find cybersecurity talent,” Converge360, March 24, 2022; Dave Muoio, “Staffing shortages force long-term care facilities to limit admissions, hire agency workers,” Fierce Healthcare, September 22, 2021. and online education can help adults of all ages quickly gain the skills needed to fill these positions and improve their career trajectories. At the same time, workers are reevaluating their career opportunities and looking to enter better-paying fields.

To meet these needs, capture the attention of prospective students, and distinguish themselves from competitors, online education providers could consider five strategic moves (Exhibit 2): integrate skill building and degree attainment to meet student and labor market needs, transform career planning and coaching services, revolutionize employer relationships, deliver a distinctive learning experience, and build a bold and distinctive brand.

1. Meet student and labor market needs

Educational institutions have traditionally focused on learning and knowledge building first and careers second. But students, especially prospective online learners, are focused on the ROI of their degree—specifically, what jobs their degree will prepare them for. 12 McKinsey analysis. Moreover, labor market needs are rapidly changing. As a primary pool of talent, institutions could align themselves with these shifts by rethinking program development and degree attainment to better prepare their students for a dynamic work environment. Institutions have three actions to consider:

Align programs with the needs of the market. At many institutions, including nontraditional online institutions, programs are developed through an outdated and often drawn-out process that is frequently divorced from the needs of employers and industries. This process not only leads to a mismatch in graduates’ skills but also rarely allows for the rapid development of new programs to meet current needs.

Institutions could stay ahead of the curve by adopting an iterative ‘learn and design’ program creation process that includes understanding current trends across industries, identifying shifts in technical and nontechnical skills, and revamping current programs or designing new ones to best prepare students.

For example, a university in Mexico found that new programs drove 34 percent of all new enrollment between 2016 and 2019. This institution focused on new-program development by identifying changes in job market trends and in-demand occupations, evaluating whether competitors were offering relevant programs to meet these workforce shifts, and making rapid decisions about which new programs to offer based on these factors. The creation of new programs was then centralized through an agile content development team (rather than spread across different “schools”) to ensure efficiency and speed to launch, enabling new programs to be built in less than three months. 13 McKinsey analysis.

Institutions could stay ahead of the curve by adopting an iterative ‘learn and design’ program creation process.

Integrate degree and nondegree offerings. The education sector has traditionally treated degree programs and nondegree certification programs as wholly separate. Each is valuable, and each has its shortcomings. More recently, a broader set of education programs have been gaining acceptance among adult learners, with certificate providers increasingly being considered equivalent to more traditional institutions of higher education. 14 McKinsey Learner Segmentation Survey (n = 3,709). This suggests that institutions could most effectively serve the student population by removing barriers between degree and nondegree programs and by offering an integrated package that incorporates credit-bearing credentials and certificates into the broader journey of earning a degree.

Universities don’t necessarily need to reinvent the wheel to build such integrated programs. To develop an end-to-end solution for students, traditional institutions could partner with established nondegree players such Udacity or Grow with Google. Conversely, nondegree providers could seek to partner with full-degree programs so that their students could earn credit for their work and move toward a degree if they chose to.

City University of New York (CUNY), for example, partnered with the New York Jobs CEO Council to launch the EverUp Micro-Credential Program, which offers 100-hour online intensives alongside traditional degree programs. Shaped by input from the largest employers in New York City, these credentials aim to better prepare students for jobs or internships by helping them master specific job-related skills. 15 “Launch your career with EverUp Micro-Credentials!,” CUNY, accessed March 2022.

Offer multiple models for degree attainment. Respondents to the McKinsey learner survey identified a lack of hands-on experience as a top concern with online learning, with 30 percent saying it was their biggest frustration. Many learners in online-only degree programs are adults or traditional-age students from nontraditional backgrounds who cannot wait until the end of a degree program to apply their practical technical skills in paid or part-time roles. By offering stackable credentials with clear “on-ramps” and “off-ramps” that allow concurrent or sequenced work experience opportunities, programs could meet students’ unique needs and support their overall skill-building trajectory while keeping them engaged and driving completion rates.

2. Transform career planning and coaching services

According to McKinsey’s learner survey, 35 percent of respondents said their top motivation for considering additional education was a stalled career or a stalled career search (Exhibit 3). To provide learners with stronger and better-aligned career outcomes and increase job placement potential in high-paying positions, online institutions could proactively and consistently engage with students to set specific goals, work toward those goals, and adjust programming as needed.

Historically, students have started their career journeys by choosing a major in the first year or two of a degree program and trying to find a job in a related field sometime before graduation. This model assumes that learners are well informed about which programs or courses to pursue and does little to actually support learners throughout their journeys. Merely providing an educational experience with little connection to a learner’s postgraduation context is likely not enough to help students achieve career goals, especially in digital environments where networking, information sessions, and other forms of exposure to careers may lack in quality and quantity. A Strada survey revealed that more than a third of adults would change their field of study if they could do it all over again, with lower levels of regret among higher earners. 16 On second thought: US adults reflect on their education decisions , Strada Education Network, June 2017.

Provide up-front opportunities to explore interests. Before selecting a major, students could take a survey or assessment that captures their passions, skills, and experiences and points them toward multiple majors and related career options that align with their profile. Some institutions, such as Dickinson College and Boston College, have begun to integrate strength and interest exploration into summer orientation sessions to encourage students to think about majors and careers before they even start classes. 17 Jon Marcus, “Some colleges ease up on pushing undergrads into picking majors right away,” The Hechinger Report , July 23, 2021. Equipped with data and information about students’ passions and interests, institutions could help students create personalized studies and skill-building plans early in the program. Unlike degree maps that direct students to follow a predetermined path, personalized plans could break down the process of acquiring a degree and show students how they could accumulate skills over time.

Offer integrative exposure to career pathways. It is important for learners to know whether the careers that are aligned to a prospective major are a solid fit. Institutions could expand and prioritize student access to immersive career experiences, including project-based learning, research opportunities, shadowing, and career-aligned mentoring. 18 “Student outcomes beyond completion: National findings from the 2021 Strada Alumni Survey,” Strada Education Network, October 27, 2021.

Wake Forest University has garnered attention for its revitalized approach to career services. The institution emphasizes career exploration and customized exposure to careers early in the student journey by using profiles on Handshake (a job search and matching platform) to connect students with organizations and companies based on their interests and qualifications. 19 Andy Chan and Christine Cruzvergara, Outcomes and metrics that matter: Embedding career services at higher education’s core , Handshake, September 2021.

Other institutions help students build digital portfolios of work that they can show to potential employers during interviews. This allows firms to see precisely what skills students are learning and how those skills relate to specific job roles through, for example, an employer-facing dashboard that links courses, student activities, and work experiences to specific skills and industries. 20 “Career e-portfolios to help land a job,” San José State University, accessed May 2022.

Adjust and iterate on studies and career plans. As a student progresses through the educational journey, institutions could perform check-ins, advise, and reevaluate personalized course plans more frequently. For example, the University of Colorado Boulder’s Program in Exploratory Studies provides personalized attention to help undergraduate students discover their interests, realign on a major and potential career paths, and adjust course plans accordingly. When the program launched in 2019, about 40 percent of Boulder students were switching majors after realizing a new one might be a better fit. The new advising approach gives students the ability to shift plans with ease. 21 “Some colleges,” July 23, 2021. Some other institutions also offer the ability to flex major requirements or stack credentials when pivoting to another field.

3. Revolutionize employer relationships

Online education providers are uniquely positioned to develop close B2B partnerships with organizations looking to upskill their employee bases and attract new talent. The ability of these providers to rapidly adjust their curricula, combined with their history of serving adult students looking to advance their careers, suggests that such partnerships could be a strong driver of growth.

A recent study by Udacity found that roughly 60 percent of employers said talent gaps are having a major or moderate impact on their business, while a majority of younger people across all regions believe their employers should invest in their future by giving them skill training. 22 Talent transformation global impact report , Udacity and Ipsos, January 2022. However, few educational institutions have made B2B a meaningful source of enrollment growth. Traditional B2B strategies often fail to sufficiently address the talent transformation needs of corporate partners. With employers facing unprecedented talent challenges and prospective students looking for career linkages, the moment may be ripe for rethinking how digital educators pursue B2B partnerships. While the nature of B2B strategies may vary across institutions, we have identified a few emerging, innovative approaches that could help institutions build strong B2B partnerships.

With employers facing unprecedented talent challenges and prospective students looking for career linkages, the moment may be ripe for rethinking how digital educators pursue B2B partnerships.

Focus on career-specific skills that can quickly address employer pain points. Many online institutions offer a broad range of certificate and training programs and seek to show the general value of their education to a potential partner instead of focusing on the skills needed for a specific industry or job function. By researching certain industries or roles, online education providers could identify very specific and practical skills that may meet the most acute talent development pain points. A skills-based approach often requires institutions to develop new content, bundle it, and sequence it in new ways while incorporating project-based learning. Scarce resources can make it difficult for universities to modularize all content simultaneously. Focusing on specific industries and professions can help them get started.

Develop comprehensive enterprise plans for upgrading and adding talent. Online education providers could differentiate their B2B offerings by thinking of themselves as talent development partners or as part of a “corporate academy.” By partnering with learning and development (L&D) teams to offer value-added services such as enterprise-wide assessments for talent transformation, these institutions could increase the value of educational partnerships and help ensure that it results in meaningful ROI for B2B partners. Once a business is enrolled, online education providers could develop personalized plans for each employee and create enterprise-specific reporting platforms that track and display the collective progress of the company’s talent pool. Moreover, providers could offer select student support services that are tailored for a given partner. In addition to developing existing talent, online education providers could innovate go-to-market approaches for attracting new talent to fields with significant labor shortages. For example, they could develop degree and training programs in partnership with employers who promise tuition assistance and jobs for students who complete the program. Talent attraction and development are more important than ever; by solving these problems, an online education provider could become integral to the core business instead of simply a benefit for employees.

Measure impact and ROI. Deeper partnerships that meet the specific needs of employers could drive real business value by filling talent gaps. However, very few, if any, online education providers have measured that impact or demonstrated the full ROI of upskilling employees. This suggests there is a unique opportunity for a nimble, forward-thinking provider to structure partnerships in which ROI is front and center. Measuring the impact of programs that build digital skills could also help unlock more B2B partnerships and greater enrollment growth.

4. Deliver a distinctive learning experience

The COVID-19 pandemic has further influenced consumer behavior and expectations across industries, 23 For more, see “ US consumer sentiment and behaviors during the coronavirus crisis ,” McKinsey, December 14, 2021. including education. Approximately 20 percent of respondents to our survey of US learners said their biggest frustration with online learning was “engaging in real-time conversations through a virtual medium.” About 18 percent of respondents said their top frustration with online learning was “getting the technology to work.”

To meet evolved student expectations, online institutions may want to upgrade their overall digital experience across core content delivery, build supporting tools and infrastructure, and apply best practices in customer experience. In our recent article on improving online higher education, 24 Felipe Child, Marcus Frank, Mariana Lef, and Jimmy Sarakatsannis, “ Setting a new bar for online higher education ,” McKinsey, October 18, 2021. we share the findings of our survey on academic research as well as the practices of more than 30 institutions, including both regulated degree-granting universities and nonregulated lifelong-education providers.

To deliver an outstanding learning experience and better outcomes for students, institutions could focus their efforts on three overarching principles (Exhibit 4):

Seamless journeys. Exceptional delivery includes a user-centered learning platform that is easy to navigate and highly interactive. Elements could include movie trailer–like course previews presented by top instructors, real-time progress dashboards across programs and courses, and integrated, timely alerts that let students know when they are not investing enough time on a topic and offer suggestions for study resources.

An engaging teaching approach. While top-notch faculty and teachers, interactive lessons, and high-quality content are all critical, exceptional delivery also includes supporting a variety of learning settings to adapt to different learning needs. Enabling students to choose a learning format they prefer is one example. Real-time collaboration via group work, breakout rooms for discussion classes, Q&As with professors, and free, embedded access to external resources—such as professional-association standards and newspaper articles—could also help strengthen learning.

A caring network. Strong networks offering both academic and nonacademic support could help institutions accelerate learning and foster the well-being of students. This could include easily accessible, 24/7 troubleshooting support via a live service desk for urgent learning and teaching problems. Other initiatives to consider are program-specific opportunities to enhance student life online, such as personalized meet and greets, special academic invitations, and thematic social clubs, as well as using the right technologies to allow for just-in-time community or adviser support where needed.

5. Build a bold and differentiated brand

In today’s highly competitive market, building a distinctive brand is more important than ever. Our independent analysis of the fastest-growing online universities revealed that their success was due, at least in part, to investing marketing dollars in raising broad-based awareness of their educational offerings. By sustaining these efforts over time, they were able to increase awareness and inbound interest, which ultimately helped drive enrollment. Through our work and our research, we’ve identified three marketing and branding benchmarks providers may want to consider:

A compelling brand message. By initiating the four moves listed above, online education providers could lay the foundation for a distinctive brand message that cuts through the “sea of sameness” that typifies most online education advertising. Simply emphasizing affordability and flexibility may not be enough. Successful brands are not afraid to be bold and elicit both emotional and rational responses from consumers. Shaping a brand message that speaks to people’s dreams for the future, and shows how an institution is innovating to deliver on that promise, could help the institution stand out and motivate prospective students to learn more about it. There are many ways for an institution to differentiate its brand, including focusing on a particular student segment (such as veterans), focusing on a particular field of study (such as healthcare or nursing), or focusing on a distinctive student experience (such as through a differentiated online platform or student support network).

A balanced marketing media mix that delivers sustainable student acquisition costs. Many online education providers developed their marketing strategies during a time of ever-growing demand and limited competition. Those strategies tended to emphasize “bottom of the funnel” tactics such as affiliate marketing and paid-search marketing that aimed to convert prospective students who were close to making a decision. Given the marked increase in competition and growing per-click costs, this strategy may not prove sustainable. Our research shows that the most successful institutions invest at least half of their marketing dollars in broad-reach media that drives organic traffic. While investing more in brand marketing does require patience, it could establish a brand that generates sustainable student acquisition costs over time while helping increase conversion rates across all channels and throughout the enrollment process. The use of digital channels such as video, social media, and audio could allow institutions to reach a broad but still relevant audience. These tactics may also allow institutions to track the impact of these broader marketing efforts by looking at organic traffic and search data.

Our research shows that the most successful institutions invest at least half of their marketing dollars in broad-reach media that drives organic traffic.

Use of authentic voices to build credibility. Institutions may benefit from creating opportunities for current and former students to communicate the value of their programs to the broader public. Successful students take great pride in their accomplishments and are often happy to share their experiences. Moreover, they can deliver authentic and credible messages. As more and more prospective students turn to TikTok, Instagram, and YouTube to research schools, promoting user-generated content could go a long way toward driving interest and enrollment growth.

Institutions may also want to ensure that their branding is sustained throughout the admissions process. Instead of using a rigid, sometimes overly persistent model that focuses on outbound phone calls and cookie-cutter information, institutions can instead adopt a flexible engagement model that provides personalized information and respects the audience’s time.

Admissions teams could also diversify how they interact with prospective students and work seamlessly across SMS, email, phone, and videoconferencing to provide information and answer questions. In this new model, admissions officers become more than a single point of contact, instead connecting students to online information and to people in other parts of the organization, such as alumni or faculty, who could help them make informed decisions.

This new approach to branding and admissions might sound like common sense, but many organizations have optimized their old models over decades. Thoroughly changing a branding strategy often requires a fundamental restructuring of the way institutions work, the skills they employ, and how they measure success.

While making progress in these five strategic areas could yield growth, doing all five in unison is likely to produce the greatest impact.

To compete and grow, digital-learning providers may benefit from moving fast and cross-functionally and making rapid decisions based on data. Executing these five big moves will likely require the investment and involvement of the full organization. McKinsey analysis suggests that for most institutions, this path will represent a full transformation of current operations; lessons discussed in other education insights may be helpful in that effort. This path also requires a willingness to look beyond education for ideas and expertise and to find new technologies from across the digital economy. Blazing the path to a new frontier of online education is daunting, but those that do it could grow their impact while supporting students.

Nadine Diaz-Infante is an associate partner in McKinsey’s Mexico City office, Michael Lazar is a partner in the New York office, Samvitha Ram is a consultant in the New Jersey office, and Austin Ray is a consultant in the Atlanta office.

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• Published: 25 January 2021

Online education in the post-COVID era

• Barbara B. Lockee 1  

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

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

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

Looking back

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

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

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

Online learning and the pandemic

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

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

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

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

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

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

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• 4 Common Challenges Facing Online Learners

4 Common Challenges Facing Online Learners and How to Overcome Them

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

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

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

1. Digital Literacy

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

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

How to Overcome This Challenge

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

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

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

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

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

2. Technical Issues

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

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

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

3. Time Management

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

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

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

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

Check out these additional time management tips for online students .

4. Motivation

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

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

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

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

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

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

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

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

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

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

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

About the Author

Purdue Global

Earn a degree you're proud of and employers respect at Purdue Global, Purdue's online university for working adults. Accredited and online, Purdue Global gives you the flexibility and support you need to come back and move your career forward. Choose from 175+ programs, all backed by the power of Purdue.

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Earn Your Degree Online

Your path to success begins here.

Connect with an Advisor to explore program requirements, curriculum, credit for prior learning process, and financial aid options.

Please see our website for additional information about institutional and programmatic accreditation.

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Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines

• Published: 28 May 2021
• Volume 26 , pages 7321–7338, ( 2021 )

Cite this article

• Jessie S. Barrot   ORCID: orcid.org/0000-0001-8517-4058 1 ,
• Ian I. Llenares 1 &
• Leo S. del Rosario 1  

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Recently, the education system has faced an unprecedented health crisis that has shaken up its foundation. Given today’s uncertainties, it is vital to gain a nuanced understanding of students’ online learning experience in times of the COVID-19 pandemic. Although many studies have investigated this area, limited information is available regarding the challenges and the specific strategies that students employ to overcome them. Thus, this study attempts to fill in the void. Using a mixed-methods approach, the findings revealed that the online learning challenges of college students varied in terms of type and extent. Their greatest challenge was linked to their learning environment at home, while their least challenge was technological literacy and competency. The findings further revealed that the COVID-19 pandemic had the greatest impact on the quality of the learning experience and students’ mental health. In terms of strategies employed by students, the most frequently used were resource management and utilization, help-seeking, technical aptitude enhancement, time management, and learning environment control. Implications for classroom practice, policy-making, and future research are discussed.

Avoid common mistakes on your manuscript.

1 Introduction

Since the 1990s, the world has seen significant changes in the landscape of education as a result of the ever-expanding influence of technology. One such development is the adoption of online learning across different learning contexts, whether formal or informal, academic and non-academic, and residential or remotely. We began to witness schools, teachers, and students increasingly adopt e-learning technologies that allow teachers to deliver instruction interactively, share resources seamlessly, and facilitate student collaboration and interaction (Elaish et al., 2019 ; Garcia et al., 2018 ). Although the efficacy of online learning has long been acknowledged by the education community (Barrot, 2020 , 2021 ; Cavanaugh et al., 2009 ; Kebritchi et al., 2017 ; Tallent-Runnels et al., 2006 ; Wallace, 2003 ), evidence on the challenges in its implementation continues to build up (e.g., Boelens et al., 2017 ; Rasheed et al., 2020 ).

Recently, the education system has faced an unprecedented health crisis (i.e., COVID-19 pandemic) that has shaken up its foundation. Thus, various governments across the globe have launched a crisis response to mitigate the adverse impact of the pandemic on education. This response includes, but is not limited to, curriculum revisions, provision for technological resources and infrastructure, shifts in the academic calendar, and policies on instructional delivery and assessment. Inevitably, these developments compelled educational institutions to migrate to full online learning until face-to-face instruction is allowed. The current circumstance is unique as it could aggravate the challenges experienced during online learning due to restrictions in movement and health protocols (Gonzales et al., 2020 ; Kapasia et al., 2020 ). Given today’s uncertainties, it is vital to gain a nuanced understanding of students’ online learning experience in times of the COVID-19 pandemic. To date, many studies have investigated this area with a focus on students’ mental health (Copeland et al., 2021 ; Fawaz et al., 2021 ), home learning (Suryaman et al., 2020 ), self-regulation (Carter et al., 2020 ), virtual learning environment (Almaiah et al., 2020 ; Hew et al., 2020 ; Tang et al., 2020 ), and students’ overall learning experience (e.g., Adarkwah, 2021 ; Day et al., 2021 ; Khalil et al., 2020 ; Singh et al., 2020 ). There are two key differences that set the current study apart from the previous studies. First, it sheds light on the direct impact of the pandemic on the challenges that students experience in an online learning space. Second, the current study explores students’ coping strategies in this new learning setup. Addressing these areas would shed light on the extent of challenges that students experience in a full online learning space, particularly within the context of the pandemic. Meanwhile, our nuanced understanding of the strategies that students use to overcome their challenges would provide relevant information to school administrators and teachers to better support the online learning needs of students. This information would also be critical in revisiting the typology of strategies in an online learning environment.

2 Literature review

2.1 education and the covid-19 pandemic.

In December 2019, an outbreak of a novel coronavirus, known as COVID-19, occurred in China and has spread rapidly across the globe within a few months. COVID-19 is an infectious disease caused by a new strain of coronavirus that attacks the respiratory system (World Health Organization, 2020 ). As of January 2021, COVID-19 has infected 94 million people and has caused 2 million deaths in 191 countries and territories (John Hopkins University, 2021 ). This pandemic has created a massive disruption of the educational systems, affecting over 1.5 billion students. It has forced the government to cancel national examinations and the schools to temporarily close, cease face-to-face instruction, and strictly observe physical distancing. These events have sparked the digital transformation of higher education and challenged its ability to respond promptly and effectively. Schools adopted relevant technologies, prepared learning and staff resources, set systems and infrastructure, established new teaching protocols, and adjusted their curricula. However, the transition was smooth for some schools but rough for others, particularly those from developing countries with limited infrastructure (Pham & Nguyen, 2020 ; Simbulan, 2020 ).

Inevitably, schools and other learning spaces were forced to migrate to full online learning as the world continues the battle to control the vicious spread of the virus. Online learning refers to a learning environment that uses the Internet and other technological devices and tools for synchronous and asynchronous instructional delivery and management of academic programs (Usher & Barak, 2020 ; Huang, 2019 ). Synchronous online learning involves real-time interactions between the teacher and the students, while asynchronous online learning occurs without a strict schedule for different students (Singh & Thurman, 2019 ). Within the context of the COVID-19 pandemic, online learning has taken the status of interim remote teaching that serves as a response to an exigency. However, the migration to a new learning space has faced several major concerns relating to policy, pedagogy, logistics, socioeconomic factors, technology, and psychosocial factors (Donitsa-Schmidt & Ramot, 2020 ; Khalil et al., 2020 ; Varea & González-Calvo, 2020 ). With reference to policies, government education agencies and schools scrambled to create fool-proof policies on governance structure, teacher management, and student management. Teachers, who were used to conventional teaching delivery, were also obliged to embrace technology despite their lack of technological literacy. To address this problem, online learning webinars and peer support systems were launched. On the part of the students, dropout rates increased due to economic, psychological, and academic reasons. Academically, although it is virtually possible for students to learn anything online, learning may perhaps be less than optimal, especially in courses that require face-to-face contact and direct interactions (Franchi, 2020 ).

2.2 Related studies

Recently, there has been an explosion of studies relating to the new normal in education. While many focused on national policies, professional development, and curriculum, others zeroed in on the specific learning experience of students during the pandemic. Among these are Copeland et al. ( 2021 ) and Fawaz et al. ( 2021 ) who examined the impact of COVID-19 on college students’ mental health and their coping mechanisms. Copeland et al. ( 2021 ) reported that the pandemic adversely affected students’ behavioral and emotional functioning, particularly attention and externalizing problems (i.e., mood and wellness behavior), which were caused by isolation, economic/health effects, and uncertainties. In Fawaz et al.’s ( 2021 ) study, students raised their concerns on learning and evaluation methods, overwhelming task load, technical difficulties, and confinement. To cope with these problems, students actively dealt with the situation by seeking help from their teachers and relatives and engaging in recreational activities. These active-oriented coping mechanisms of students were aligned with Carter et al.’s ( 2020 ), who explored students’ self-regulation strategies.

In another study, Tang et al. ( 2020 ) examined the efficacy of different online teaching modes among engineering students. Using a questionnaire, the results revealed that students were dissatisfied with online learning in general, particularly in the aspect of communication and question-and-answer modes. Nonetheless, the combined model of online teaching with flipped classrooms improved students’ attention, academic performance, and course evaluation. A parallel study was undertaken by Hew et al. ( 2020 ), who transformed conventional flipped classrooms into fully online flipped classes through a cloud-based video conferencing app. Their findings suggested that these two types of learning environments were equally effective. They also offered ways on how to effectively adopt videoconferencing-assisted online flipped classrooms. Unlike the two studies, Suryaman et al. ( 2020 ) looked into how learning occurred at home during the pandemic. Their findings showed that students faced many obstacles in a home learning environment, such as lack of mastery of technology, high Internet cost, and limited interaction/socialization between and among students. In a related study, Kapasia et al. ( 2020 ) investigated how lockdown impacts students’ learning performance. Their findings revealed that the lockdown made significant disruptions in students’ learning experience. The students also reported some challenges that they faced during their online classes. These include anxiety, depression, poor Internet service, and unfavorable home learning environment, which were aggravated when students are marginalized and from remote areas. Contrary to Kapasia et al.’s ( 2020 ) findings, Gonzales et al. ( 2020 ) found that confinement of students during the pandemic had significant positive effects on their performance. They attributed these results to students’ continuous use of learning strategies which, in turn, improved their learning efficiency.

Finally, there are those that focused on students’ overall online learning experience during the COVID-19 pandemic. One such study was that of Singh et al. ( 2020 ), who examined students’ experience during the COVID-19 pandemic using a quantitative descriptive approach. Their findings indicated that students appreciated the use of online learning during the pandemic. However, half of them believed that the traditional classroom setting was more effective than the online learning platform. Methodologically, the researchers acknowledge that the quantitative nature of their study restricts a deeper interpretation of the findings. Unlike the above study, Khalil et al. ( 2020 ) qualitatively explored the efficacy of synchronized online learning in a medical school in Saudi Arabia. The results indicated that students generally perceive synchronous online learning positively, particularly in terms of time management and efficacy. However, they also reported technical (internet connectivity and poor utility of tools), methodological (content delivery), and behavioral (individual personality) challenges. Their findings also highlighted the failure of the online learning environment to address the needs of courses that require hands-on practice despite efforts to adopt virtual laboratories. In a parallel study, Adarkwah ( 2021 ) examined students’ online learning experience during the pandemic using a narrative inquiry approach. The findings indicated that Ghanaian students considered online learning as ineffective due to several challenges that they encountered. Among these were lack of social interaction among students, poor communication, lack of ICT resources, and poor learning outcomes. More recently, Day et al. ( 2021 ) examined the immediate impact of COVID-19 on students’ learning experience. Evidence from six institutions across three countries revealed some positive experiences and pre-existing inequities. Among the reported challenges are lack of appropriate devices, poor learning space at home, stress among students, and lack of fieldwork and access to laboratories.

Although there are few studies that report the online learning challenges that higher education students experience during the pandemic, limited information is available regarding the specific strategies that they use to overcome them. It is in this context that the current study was undertaken. This mixed-methods study investigates students’ online learning experience in higher education. Specifically, the following research questions are addressed: (1) What is the extent of challenges that students experience in an online learning environment? (2) How did the COVID-19 pandemic impact the online learning challenges that students experience? (3) What strategies did students use to overcome the challenges?

2.3 Conceptual framework

The typology of challenges examined in this study is largely based on Rasheed et al.’s ( 2020 ) review of students’ experience in an online learning environment. These challenges are grouped into five general clusters, namely self-regulation (SRC), technological literacy and competency (TLCC), student isolation (SIC), technological sufficiency (TSC), and technological complexity (TCC) challenges (Rasheed et al., 2020 , p. 5). SRC refers to a set of behavior by which students exercise control over their emotions, actions, and thoughts to achieve learning objectives. TLCC relates to a set of challenges about students’ ability to effectively use technology for learning purposes. SIC relates to the emotional discomfort that students experience as a result of being lonely and secluded from their peers. TSC refers to a set of challenges that students experience when accessing available online technologies for learning. Finally, there is TCC which involves challenges that students experience when exposed to complex and over-sufficient technologies for online learning.

To extend Rasheed et al. ( 2020 ) categories and to cover other potential challenges during online classes, two more clusters were added, namely learning resource challenges (LRC) and learning environment challenges (LEC) (Buehler, 2004 ; Recker et al., 2004 ; Seplaki et al., 2014 ; Xue et al., 2020 ). LRC refers to a set of challenges that students face relating to their use of library resources and instructional materials, whereas LEC is a set of challenges that students experience related to the condition of their learning space that shapes their learning experiences, beliefs, and attitudes. Since learning environment at home and learning resources available to students has been reported to significantly impact the quality of learning and their achievement of learning outcomes (Drane et al., 2020 ; Suryaman et al., 2020 ), the inclusion of LRC and LEC would allow us to capture other important challenges that students experience during the pandemic, particularly those from developing regions. This comprehensive list would provide us a clearer and detailed picture of students’ experiences when engaged in online learning in an emergency. Given the restrictions in mobility at macro and micro levels during the pandemic, it is also expected that such conditions would aggravate these challenges. Therefore, this paper intends to understand these challenges from students’ perspectives since they are the ones that are ultimately impacted when the issue is about the learning experience. We also seek to explore areas that provide inconclusive findings, thereby setting the path for future research.

3 Material and methods

The present study adopted a descriptive, mixed-methods approach to address the research questions. This approach allowed the researchers to collect complex data about students’ experience in an online learning environment and to clearly understand the phenomena from their perspective.

3.1 Participants

This study involved 200 (66 male and 134 female) students from a private higher education institution in the Philippines. These participants were Psychology, Physical Education, and Sports Management majors whose ages ranged from 17 to 25 ( x̅  = 19.81; SD  = 1.80). The students have been engaged in online learning for at least two terms in both synchronous and asynchronous modes. The students belonged to low- and middle-income groups but were equipped with the basic online learning equipment (e.g., computer, headset, speakers) and computer skills necessary for their participation in online classes. Table 1 shows the primary and secondary platforms that students used during their online classes. The primary platforms are those that are formally adopted by teachers and students in a structured academic context, whereas the secondary platforms are those that are informally and spontaneously used by students and teachers for informal learning and to supplement instructional delivery. Note that almost all students identified MS Teams as their primary platform because it is the official learning management system of the university.

Informed consent was sought from the participants prior to their involvement. Before students signed the informed consent form, they were oriented about the objectives of the study and the extent of their involvement. They were also briefed about the confidentiality of information, their anonymity, and their right to refuse to participate in the investigation. Finally, the participants were informed that they would incur no additional cost from their participation.

3.2 Instrument and data collection

The data were collected using a retrospective self-report questionnaire and a focused group discussion (FGD). A self-report questionnaire was considered appropriate because the indicators relate to affective responses and attitude (Araujo et al., 2017 ; Barrot, 2016 ; Spector, 1994 ). Although the participants may tell more than what they know or do in a self-report survey (Matsumoto, 1994 ), this challenge was addressed by explaining to them in detail each of the indicators and using methodological triangulation through FGD. The questionnaire was divided into four sections: (1) participant’s personal information section, (2) the background information on the online learning environment, (3) the rating scale section for the online learning challenges, (4) the open-ended section. The personal information section asked about the students’ personal information (name, school, course, age, and sex), while the background information section explored the online learning mode and platforms (primary and secondary) used in class, and students’ length of engagement in online classes. The rating scale section contained 37 items that relate to SRC (6 items), TLCC (10 items), SIC (4 items), TSC (6 items), TCC (3 items), LRC (4 items), and LEC (4 items). The Likert scale uses six scores (i.e., 5– to a very great extent , 4– to a great extent , 3– to a moderate extent , 2– to some extent , 1– to a small extent , and 0 –not at all/negligible ) assigned to each of the 37 items. Finally, the open-ended questions asked about other challenges that students experienced, the impact of the pandemic on the intensity or extent of the challenges they experienced, and the strategies that the participants employed to overcome the eight different types of challenges during online learning. Two experienced educators and researchers reviewed the questionnaire for clarity, accuracy, and content and face validity. The piloting of the instrument revealed that the tool had good internal consistency (Cronbach’s α = 0.96).

The FGD protocol contains two major sections: the participants’ background information and the main questions. The background information section asked about the students’ names, age, courses being taken, online learning mode used in class. The items in the main questions section covered questions relating to the students’ overall attitude toward online learning during the pandemic, the reasons for the scores they assigned to each of the challenges they experienced, the impact of the pandemic on students’ challenges, and the strategies they employed to address the challenges. The same experts identified above validated the FGD protocol.

Both the questionnaire and the FGD were conducted online via Google survey and MS Teams, respectively. It took approximately 20 min to complete the questionnaire, while the FGD lasted for about 90 min. Students were allowed to ask for clarification and additional explanations relating to the questionnaire content, FGD, and procedure. Online surveys and interview were used because of the ongoing lockdown in the city. For the purpose of triangulation, 20 (10 from Psychology and 10 from Physical Education and Sports Management) randomly selected students were invited to participate in the FGD. Two separate FGDs were scheduled for each group and were facilitated by researcher 2 and researcher 3, respectively. The interviewers ensured that the participants were comfortable and open to talk freely during the FGD to avoid social desirability biases (Bergen & Labonté, 2020 ). These were done by informing the participants that there are no wrong responses and that their identity and responses would be handled with the utmost confidentiality. With the permission of the participants, the FGD was recorded to ensure that all relevant information was accurately captured for transcription and analysis.

3.3 Data analysis

To address the research questions, we used both quantitative and qualitative analyses. For the quantitative analysis, we entered all the data into an excel spreadsheet. Then, we computed the mean scores ( M ) and standard deviations ( SD ) to determine the level of challenges experienced by students during online learning. The mean score for each descriptor was interpreted using the following scheme: 4.18 to 5.00 ( to a very great extent ), 3.34 to 4.17 ( to a great extent ), 2.51 to 3.33 ( to a moderate extent ), 1.68 to 2.50 ( to some extent ), 0.84 to 1.67 ( to a small extent ), and 0 to 0.83 ( not at all/negligible ). The equal interval was adopted because it produces more reliable and valid information than other types of scales (Cicchetti et al., 2006 ).

For the qualitative data, we analyzed the students’ responses in the open-ended questions and the transcribed FGD using the predetermined categories in the conceptual framework. Specifically, we used multilevel coding in classifying the codes from the transcripts (Birks & Mills, 2011 ). To do this, we identified the relevant codes from the responses of the participants and categorized these codes based on the similarities or relatedness of their properties and dimensions. Then, we performed a constant comparative and progressive analysis of cases to allow the initially identified subcategories to emerge and take shape. To ensure the reliability of the analysis, two coders independently analyzed the qualitative data. Both coders familiarize themselves with the purpose, research questions, research method, and codes and coding scheme of the study. They also had a calibration session and discussed ways on how they could consistently analyze the qualitative data. Percent of agreement between the two coders was 86 percent. Any disagreements in the analysis were discussed by the coders until an agreement was achieved.

This study investigated students’ online learning experience in higher education within the context of the pandemic. Specifically, we identified the extent of challenges that students experienced, how the COVID-19 pandemic impacted their online learning experience, and the strategies that they used to confront these challenges.

4.1 The extent of students’ online learning challenges

Table 2 presents the mean scores and SD for the extent of challenges that students’ experienced during online learning. Overall, the students experienced the identified challenges to a moderate extent ( x̅  = 2.62, SD  = 1.03) with scores ranging from x̅  = 1.72 ( to some extent ) to x̅  = 3.58 ( to a great extent ). More specifically, the greatest challenge that students experienced was related to the learning environment ( x̅  = 3.49, SD  = 1.27), particularly on distractions at home, limitations in completing the requirements for certain subjects, and difficulties in selecting the learning areas and study schedule. It is, however, found that the least challenge was on technological literacy and competency ( x̅  = 2.10, SD  = 1.13), particularly on knowledge and training in the use of technology, technological intimidation, and resistance to learning technologies. Other areas that students experienced the least challenge are Internet access under TSC and procrastination under SRC. Nonetheless, nearly half of the students’ responses per indicator rated the challenges they experienced as moderate (14 of the 37 indicators), particularly in TCC ( x̅  = 2.51, SD  = 1.31), SIC ( x̅  = 2.77, SD  = 1.34), and LRC ( x̅  = 2.93, SD  = 1.31).

Out of 200 students, 181 responded to the question about other challenges that they experienced. Most of their responses were already covered by the seven predetermined categories, except for 18 responses related to physical discomfort ( N  = 5) and financial challenges ( N  = 13). For instance, S108 commented that “when it comes to eyes and head, my eyes and head get ache if the session of class was 3 h straight in front of my gadget.” In the same vein, S194 reported that “the long exposure to gadgets especially laptop, resulting in body pain & headaches.” With reference to physical financial challenges, S66 noted that “not all the time I have money to load”, while S121 claimed that “I don't know until when are we going to afford budgeting our money instead of buying essentials.”

4.2 Impact of the pandemic on students’ online learning challenges

Another objective of this study was to identify how COVID-19 influenced the online learning challenges that students experienced. As shown in Table 3 , most of the students’ responses were related to teaching and learning quality ( N  = 86) and anxiety and other mental health issues ( N  = 52). Regarding the adverse impact on teaching and learning quality, most of the comments relate to the lack of preparation for the transition to online platforms (e.g., S23, S64), limited infrastructure (e.g., S13, S65, S99, S117), and poor Internet service (e.g., S3, S9, S17, S41, S65, S99). For the anxiety and mental health issues, most students reported that the anxiety, boredom, sadness, and isolation they experienced had adversely impacted the way they learn (e.g., S11, S130), completing their tasks/activities (e.g., S56, S156), and their motivation to continue studying (e.g., S122, S192). The data also reveal that COVID-19 aggravated the financial difficulties experienced by some students ( N  = 16), consequently affecting their online learning experience. This financial impact mainly revolved around the lack of funding for their online classes as a result of their parents’ unemployment and the high cost of Internet data (e.g., S18, S113, S167). Meanwhile, few concerns were raised in relation to COVID-19’s impact on mobility ( N  = 7) and face-to-face interactions ( N  = 7). For instance, some commented that the lack of face-to-face interaction with her classmates had a detrimental effect on her learning (S46) and socialization skills (S36), while others reported that restrictions in mobility limited their learning experience (S78, S110). Very few comments were related to no effect ( N  = 4) and positive effect ( N  = 2). The above findings suggest the pandemic had additive adverse effects on students’ online learning experience.

4.3 Students’ strategies to overcome challenges in an online learning environment

The third objective of this study is to identify the strategies that students employed to overcome the different online learning challenges they experienced. Table 4 presents that the most commonly used strategies used by students were resource management and utilization ( N  = 181), help-seeking ( N  = 155), technical aptitude enhancement ( N  = 122), time management ( N  = 98), and learning environment control ( N  = 73). Not surprisingly, the top two strategies were also the most consistently used across different challenges. However, looking closely at each of the seven challenges, the frequency of using a particular strategy varies. For TSC and LRC, the most frequently used strategy was resource management and utilization ( N  = 52, N  = 89, respectively), whereas technical aptitude enhancement was the students’ most preferred strategy to address TLCC ( N  = 77) and TCC ( N  = 38). In the case of SRC, SIC, and LEC, the most frequently employed strategies were time management ( N  = 71), psychological support ( N  = 53), and learning environment control ( N  = 60). In terms of consistency, help-seeking appears to be the most consistent across the different challenges in an online learning environment. Table 4 further reveals that strategies used by students within a specific type of challenge vary.

5 Discussion and conclusions

The current study explores the challenges that students experienced in an online learning environment and how the pandemic impacted their online learning experience. The findings revealed that the online learning challenges of students varied in terms of type and extent. Their greatest challenge was linked to their learning environment at home, while their least challenge was technological literacy and competency. Based on the students’ responses, their challenges were also found to be aggravated by the pandemic, especially in terms of quality of learning experience, mental health, finances, interaction, and mobility. With reference to previous studies (i.e., Adarkwah, 2021 ; Copeland et al., 2021 ; Day et al., 2021 ; Fawaz et al., 2021 ; Kapasia et al., 2020 ; Khalil et al., 2020 ; Singh et al., 2020 ), the current study has complemented their findings on the pedagogical, logistical, socioeconomic, technological, and psychosocial online learning challenges that students experience within the context of the COVID-19 pandemic. Further, this study extended previous studies and our understanding of students’ online learning experience by identifying both the presence and extent of online learning challenges and by shedding light on the specific strategies they employed to overcome them.

Overall findings indicate that the extent of challenges and strategies varied from one student to another. Hence, they should be viewed as a consequence of interaction several many factors. Students’ responses suggest that their online learning challenges and strategies were mediated by the resources available to them, their interaction with their teachers and peers, and the school’s existing policies and guidelines for online learning. In the context of the pandemic, the imposed lockdowns and students’ socioeconomic condition aggravated the challenges that students experience.

While most studies revealed that technology use and competency were the most common challenges that students face during the online classes (see Rasheed et al., 2020 ), the case is a bit different in developing countries in times of pandemic. As the findings have shown, the learning environment is the greatest challenge that students needed to hurdle, particularly distractions at home (e.g., noise) and limitations in learning space and facilities. This data suggests that online learning challenges during the pandemic somehow vary from the typical challenges that students experience in a pre-pandemic online learning environment. One possible explanation for this result is that restriction in mobility may have aggravated this challenge since they could not go to the school or other learning spaces beyond the vicinity of their respective houses. As shown in the data, the imposition of lockdown restricted students’ learning experience (e.g., internship and laboratory experiments), limited their interaction with peers and teachers, caused depression, stress, and anxiety among students, and depleted the financial resources of those who belong to lower-income group. All of these adversely impacted students’ learning experience. This finding complemented earlier reports on the adverse impact of lockdown on students’ learning experience and the challenges posed by the home learning environment (e.g., Day et al., 2021 ; Kapasia et al., 2020 ). Nonetheless, further studies are required to validate the impact of restrictions on mobility on students’ online learning experience. The second reason that may explain the findings relates to students’ socioeconomic profile. Consistent with the findings of Adarkwah ( 2021 ) and Day et al. ( 2021 ), the current study reveals that the pandemic somehow exposed the many inequities in the educational systems within and across countries. In the case of a developing country, families from lower socioeconomic strata (as in the case of the students in this study) have limited learning space at home, access to quality Internet service, and online learning resources. This is the reason the learning environment and learning resources recorded the highest level of challenges. The socioeconomic profile of the students (i.e., low and middle-income group) is the same reason financial problems frequently surfaced from their responses. These students frequently linked the lack of financial resources to their access to the Internet, educational materials, and equipment necessary for online learning. Therefore, caution should be made when interpreting and extending the findings of this study to other contexts, particularly those from higher socioeconomic strata.

Among all the different online learning challenges, the students experienced the least challenge on technological literacy and competency. This is not surprising considering a plethora of research confirming Gen Z students’ (born since 1996) high technological and digital literacy (Barrot, 2018 ; Ng, 2012 ; Roblek et al., 2019 ). Regarding the impact of COVID-19 on students’ online learning experience, the findings reveal that teaching and learning quality and students’ mental health were the most affected. The anxiety that students experienced does not only come from the threats of COVID-19 itself but also from social and physical restrictions, unfamiliarity with new learning platforms, technical issues, and concerns about financial resources. These findings are consistent with that of Copeland et al. ( 2021 ) and Fawaz et al. ( 2021 ), who reported the adverse effects of the pandemic on students’ mental and emotional well-being. This data highlights the need to provide serious attention to the mediating effects of mental health, restrictions in mobility, and preparedness in delivering online learning.

Nonetheless, students employed a variety of strategies to overcome the challenges they faced during online learning. For instance, to address the home learning environment problems, students talked to their family (e.g., S12, S24), transferred to a quieter place (e.g., S7, S 26), studied at late night where all family members are sleeping already (e.g., S51), and consulted with their classmates and teachers (e.g., S3, S9, S156, S193). To overcome the challenges in learning resources, students used the Internet (e.g., S20, S27, S54, S91), joined Facebook groups that share free resources (e.g., S5), asked help from family members (e.g., S16), used resources available at home (e.g., S32), and consulted with the teachers (e.g., S124). The varying strategies of students confirmed earlier reports on the active orientation that students take when faced with academic- and non-academic-related issues in an online learning space (see Fawaz et al., 2021 ). The specific strategies that each student adopted may have been shaped by different factors surrounding him/her, such as available resources, student personality, family structure, relationship with peers and teacher, and aptitude. To expand this study, researchers may further investigate this area and explore how and why different factors shape their use of certain strategies.

Several implications can be drawn from the findings of this study. First, this study highlighted the importance of emergency response capability and readiness of higher education institutions in case another crisis strikes again. Critical areas that need utmost attention include (but not limited to) national and institutional policies, protocol and guidelines, technological infrastructure and resources, instructional delivery, staff development, potential inequalities, and collaboration among key stakeholders (i.e., parents, students, teachers, school leaders, industry, government education agencies, and community). Second, the findings have expanded our understanding of the different challenges that students might confront when we abruptly shift to full online learning, particularly those from countries with limited resources, poor Internet infrastructure, and poor home learning environment. Schools with a similar learning context could use the findings of this study in developing and enhancing their respective learning continuity plans to mitigate the adverse impact of the pandemic. This study would also provide students relevant information needed to reflect on the possible strategies that they may employ to overcome the challenges. These are critical information necessary for effective policymaking, decision-making, and future implementation of online learning. Third, teachers may find the results useful in providing proper interventions to address the reported challenges, particularly in the most critical areas. Finally, the findings provided us a nuanced understanding of the interdependence of learning tools, learners, and learning outcomes within an online learning environment; thus, giving us a multiperspective of hows and whys of a successful migration to full online learning.

Some limitations in this study need to be acknowledged and addressed in future studies. One limitation of this study is that it exclusively focused on students’ perspectives. Future studies may widen the sample by including all other actors taking part in the teaching–learning process. Researchers may go deeper by investigating teachers’ views and experience to have a complete view of the situation and how different elements interact between them or affect the others. Future studies may also identify some teacher-related factors that could influence students’ online learning experience. In the case of students, their age, sex, and degree programs may be examined in relation to the specific challenges and strategies they experience. Although the study involved a relatively large sample size, the participants were limited to college students from a Philippine university. To increase the robustness of the findings, future studies may expand the learning context to K-12 and several higher education institutions from different geographical regions. As a final note, this pandemic has undoubtedly reshaped and pushed the education system to its limits. However, this unprecedented event is the same thing that will make the education system stronger and survive future threats.

Availability of data and materials

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

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Barrot, J.S., Llenares, I.I. & del Rosario, L.S. Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Educ Inf Technol 26 , 7321–7338 (2021). https://doi.org/10.1007/s10639-021-10589-x

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

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

By Nicole Daniels

Find all our Lessons of the Day here.

Lesson Overview

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

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

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

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

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

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

Three images or stills that you found interesting or meaningful.

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

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

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

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

Questions for Writing and Discussion

Read the article , then answer the following questions:

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

2. Richard Carranza, the schools chancellor, and Christine Quinn, executive director of the nonprofit Win, expressed two very different outlooks on the remote-learning situation in New York City. How would you characterize their perspectives? Why do you think they see things so differently?

3. What did Estrella Montanez, the director of the Nelson Avenue Family Residence in the Bronx, notice when she and her staff went door-to-door in the shelter where they work? What different solutions has she been exploring?

4. What are some of the questions and concerns that Jennifer March, executive director of the Citizens’ Committee for Children, has raised? What do you think of her solutions? Do you have other ideas of what could be done?

5. The article profiles six New York City kids: Allia Phillips; the sisters Kamiyah Williams and Chastity Battle; the brothers Khalil and Tahir; and J’Marion Brown. Choose one young person to focus on and answer:

How has their living situation affected their online education experience?

What solutions have they and their families explored and implemented?

What more do you think could be done to offer support? Who do you think is responsible for providing additional support or services?

Going Further

Option I: One-Pager

What is your emotional reaction to reading the article? Are you able to empathize — “sense other people’s emotions, coupled with the ability to imagine what someone else might be thinking or feeling” — with any of the young people featured in the article? Does the article make you think of anything you have ever gone through, or of anything someone you care about has gone through? Or, do the stories feel very different from anything you’ve experienced? If the latter, are you able to imagine what the children and teenagers in the article might feel?

Now, create an emotional and visual response to the article by designing a One-Pager. Look back through the article and choose:

A quote that was meaningful to you.

A striking image.

A question you have that the article did not address.

You can organize your selections on this One-Pager worksheet . If you have more time, design a visually compelling one-pager and explain the importance of the article. If you choose this option, you can add:

An additional quote and image.

A phrase from the article that can serve as the border of your one-pager.

The theme of the article, in your own words, along with problems and solutions.

A feeling that you are left with after reading the article.

Option II: Take Action

If public schools in your area are closed because of the coronavirus pandemic, do you know how students without housing or stable living situations are being supported in online learning? If schools in your area have not yet closed, do you know anything about your district’s plan to support those students in the event schools close?

To answer these questions, conduct some research by looking on your school district’s website and in local newspapers. Once you have an understanding of the services that are, or will be, offered to students without stable housing, answer the following questions:

Summarize your district’s plan for providing educational services to students without housing during the coronavirus pandemic.

Evaluate the plan based on what you learned about the struggles in New York City:

Is there a plan in place for distributing devices such as laptops or iPads?

Is there a way to ensure that all students will have reliable access to the internet?

Has any work been done to ensure that students can have a quiet and safe place to work during the day?

What is being offered for children who struggle in school or need more support in certain subjects, like J’Marion Brown discussed in the article?

Based on your evaluation, write a letter to your district’s superintendent offering suggestions on how he or she can best accommodate the learning needs of students without housing during the pandemic.

Nicole Daniels joined The Learning Network as a staff editor in 2019 after working in museum education, curriculum writing and bilingual education. More about Nicole Daniels

The opportunities and challenges of digital learning

Subscribe to the center for economic security and opportunity newsletter, brian a. jacob brian a. jacob walter h. annenberg professor of education policy; professor of economics, and professor of education - university of michigan, former brookings expert.

May 5, 2016

Twenty years ago this week, one of my very first writings on education policy appeared in print. [i] It was an opinion piece I wrote while teaching middle school in East Harlem, in which I described my school’s struggle to effectively use classroom computers. Two decades later, as a professor of economics and education policy, I am engaged in several research projects studying the use and impact of digital learning. [ii]

Much has changed since I taught middle school. I am struck by the extent to which recent technological innovations have created many new opportunities to better serve traditionally disadvantaged students.

First, increasing speed and availability of internet access can reduce many of the geographic constraints that disadvantage poor students. Schools serving higher-resourced families are often able to recruit better teachers and administrators—perhaps the most important school resources—even without additional funding.

Unlike teachers, however, technologies have no preferences for the schools in which they work. The resources available on the internet, for example, are equally available to all schools with the same internet access and internet access costs the same for all schools in the same area, regardless of the student population served. Students can now access online videos that provide instruction on a wide variety of topics at various skill levels, and participate in real-time video conferences with teachers or tutors located a state (or even a continent) away. [iii]

Second, the evolution of touch-screen technology has enabled very young children to engage in technology-aided instruction. Prior to tablets, it was difficult for pre-school, kindergarten and even early primary grade students to work with educational software because it required use of a mouse or keyboard. Now there are a hundreds of applications that can effectively expose children to early literacy and numeracy skills.

Third, advances in artificial intelligence technology now allow teachers to differentiate instruction, providing extra support and developmentally-appropriate material to students whose knowledge and skill is far below or above grade level norms. The latest “intelligent” tutoring systems are able to not only assess a student’s current weaknesses, but also diagnose why students are making specific errors. [iv] These technologies could enable teachers to better reach students who are further from the average within their classroom, potentially benefiting students with weaker academic preparation.

And these technologies scale easily so that innovations (or even good curriculum) can reach more students. Much like a well-written textbook, a well-designed educational software application or online lesson can reach students not just in a single classroom or school, but across the state or country.

While technologies such as virtual instruction and intelligent tutoring offer great promise, unless the challenges that are associated with implementing them are fully understood and addressed their failure is almost surely guaranteed. To date, there is little evidence that digital learning can be implemented at scale in a way that improves outcomes for disadvantaged students.

Hundreds of thousands of students attend full-time online schools, [v] but a study released last year found that students of online charter schools had significantly weaker academic performance in math and reading, compared with demographically similar students in conventional public schools. [vi] Computer-aided instruction has been studied extensively over the past twenty-five years and the findings have not been encouraging. Consistently, programs that are implemented widely and evaluated with rigorous methods have yielded little to no benefit for students on average. [vii]

What are the key challenges?

Let’s start with student motivation. If technologies can draw in otherwise disenfranchised students through the personalization of material to a student’s interest or through gaming technology, they could benefit disengaged, poorly performing students. However, these technologies often reduce oversight of students, which could be particularly detrimental for children who are less motivated or who receive less structured educational supports at home. It is also possible that these technologies will be less able to engage reluctant learners in the way a dynamic and charismatic teacher can.

Moreover, approaches that forgo direct interpersonal interaction completely are unlikely to be able to teach certain skills. Learning is an inherently social activity. While an intelligent tutor might be able to help a student master specific math concepts, it may not be able to teach students to critically analyze a work of literature or debate the ethics of new legislation.

The experience of Rocketship, a well-known charter school network, illustrates this concern. Developed in the Bay Area of California in 2006, Rocketship’s instructional model revolves around a blended learning approach in which students spend a considerable amount of each day engaged with computer-aided learning technologies. The network received early praise for its innovative approach to learning and, most importantly, for the high achievement scores posted by its mostly poor, nonwhite student population. In 2012, however, researchers and educators raised concerns about graduates from Rocketship elementary schools, noting that they had good basic skills but were struggling with the critical analysis required in middle school. [viii]

More broadly, it is important to realize that technologies can be either substitutes for or complements to resources already in the school. To the extent that they are substitutes, they are inherently equalizing forces. For example, well-designed and structured online content might provide critical support to a novice teacher who is too overwhelmed to produce the same coherent and engaging materials that some more experienced teachers can create.

However, in many cases it may be more appropriate to think of technologies as complements—e.g., when they require skilled teachers or students with strong prior skills to be implemented well. In these cases, technologies must be accompanied with additional resources in order for them to benefit traditionally underserved populations.

Perhaps most importantly, systems that blend computer-aided and face-to-face instruction are notoriously difficult to implement well. In recent studies of the popular Cognitive Tutor math programs, teachers reported trouble implementing the program’s instructional practices that revolve around collaborative work, making strong connections between computer-based activities and classroom instruction, and maintaining the expected learning pace with many students who lacked prior math and reading skills. [ix]

Finally, even with the best implementation, digital learning is likely to benefit students differently depending on their personal circumstances and those of their school. For instance, non-native English speakers might benefit from online instruction that allows them to pause and look up unfamiliar words. Likewise, we might expect an online course to be more advantageous for students attending a brick-and-mortar school with very low-quality teachers.

Indeed, some recent research finds exactly this type of heterogeneity. A large IES-funded evaluation of computer-aided instruction (CAI) released in 2007 found that students randomly assigned to teachers using the leading CAI products fared no better than students in control classrooms. Several years later, then graduate student Eric Taylor, decided to reanalyze the data from the study, focusing on whether the impacts of these technologies varied across classrooms. His analysis suggests that the introduction of computer-aided instruction had a positive impact on students in classrooms with less effective teachers and a negative impact on students in classrooms with more effective teachers. [x]

In recent years, the worlds of online learning and computer-aided instruction have converged to some extent, morphing into what is often referred to as blended- or personalized-learning models. There are a number of interesting projects underway across the country, including pilots supported by the Gates Foundation’s Next Generation Learning Challenge, and the emergence of charter networks with a goal to provide truly personalized learning for every student, such as Summit Public Schools in California and Washington. [xi]

In order for these new endeavors to be successful, they must overcome the challenges described above.

[i] http://www.edweek.org/tm/articles/1996/05/01/08jacob.h07.html

[ii] In a recent publication, the International Association for K-12 Online Learning defined digital learning as “any instructional practice in or out of school that uses digital technology to strengthen a student’s learning experience and improve educational outcomes.”

[iii] This technology has even expanded opportunities for the long-distance professional development of teachers, enabling novice teachers to receive mentorship from master teachers regardless of distance.

[iv] http://www.apa.org/pubs/books/4311503.aspx?tab=2

[v] http://www.inacol.org/wp-content/uploads/2015/11/Keeping-Pace-2015-Report.pdf

[vi] https://credo.stanford.edu/pdfs/Online%20Charter%20Study%20Final.pdf

[vii] http://www.sciencedirect.com/science/article/pii/S1747938X13000031

http://psycnet.apa.org/journals/edu/105/4/970/?_ga=1.79079444.1486538874.1462278305

http://www.apa.org/pubs/journals/features/edu-a0037123.pdf

http://rer.sagepub.com/content/86/1/42.abstract

[viii] http://www.edweek.org/ew/articles/2014/01/21/19el-rotation.h33.html?qs=New+Model+Underscores+Rocketship%E2%80%99s+Growing+Pains

http://educationnext.org/future-schools/

[ix] http://epa.sagepub.com/content/36/2/127.abstract

http://www.tandfonline.com/doi/full/10.1080/19345741003681189

[x] https://scholar.google.com/citations?user=5LXmfylL6JAC

[xi] http://www.rand.org/pubs/research_reports/RR1365.html

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• 7 Top Challenges of Online Learning For Students (and Solutions)
• By Aaron Sweeney
• March 14, 2024
• No Comments

The COVID-19 pandemic has brought about significant changes in the education system, with online learning becoming the new norm. While it offers benefits such as lower costs and increased flexibility, it also presents unique challenges for students. In this article, we will explore the top challenges of online learning and provide practical solutions for students to overcome them.

Table of Contents

• Feelings of Isolation
• Lack of Motivation
• Technical Equipment
• Tech Issues
• Distractions
• Time Management
• Barriers to Learning

1. Feelings of Isolation

One of the biggest challenges that students face in online learning is the feeling of isolation. Unlike traditional classrooms, where students can interact with their peers and teachers on a daily basis, online learning can be a solitary experience. This lack of physical interaction can lead to a sense of disconnection and hinder students’ engagement in their coursework.

To overcome feelings of isolation, students can take proactive steps to stay connected with their classmates and teachers. Many online schools offer student support systems, such as advisors and academic staff, who can provide guidance and support throughout the duration of the course. Additionally, some schools provide networking opportunities for students to interact with their peers through chats and forums. By actively participating in class discussions, asking questions, and organizing group projects, students can foster a sense of community and combat feelings of isolation.

For teachers, it is essential to make themselves readily available to students. Setting aside dedicated hours for student inquiries and providing timely feedback can help students feel supported and connected to their instructors. By creating a welcoming and inclusive online learning environment, teachers can address the challenge of isolation and promote student engagement.

2. Lack of Motivation

Another common challenge that online learners face is a lack of motivation. Without the physical presence of teachers and classmates, students may find it difficult to stay motivated and engaged in their coursework. The absence of face-to-face interaction can diminish the sense of urgency and accountability that is often present in traditional classrooms.

To maintain motivation in online learning, students can set realistic goals and create a structured study plan. Breaking down tasks into manageable chunks and setting deadlines can help students stay on track and maintain a sense of progress. Utilizing to-do lists and crossing off completed tasks can provide a sense of accomplishment and further motivate students to stay focused.

Practicing positive affirmations can also boost motivation. By reminding themselves that they are capable of achieving their goals, students can overcome self-doubt and stay motivated, especially during challenging times. Additionally, interacting with teachers and classmates during lectures, asking questions, and participating in group discussions can create a sense of connection and foster motivation in online learning.

Teachers can also play a crucial role in keeping students motivated. Incorporating gamification elements in online courses, such as badges or rewards for completing tasks, can make the learning experience more engaging and enjoyable. Providing regular feedback and recognizing students’ efforts can also boost motivation and encourage active participation in online classes.

3. Technical Equipment

Having access to the necessary technical equipment is vital for successful online learning. Students need devices with a strong internet connection to attend online classes, complete assignments, and participate in discussions. However, not all students have the financial means to afford these devices, especially those from low-income backgrounds.

To address the challenge of lacking technical equipment, some schools provide devices to students who cannot afford them. Students can inquire if their school offers such programs and avail themselves of the opportunity. Alternatively, students can utilize resources available in public libraries that provide computers for educational purposes. Borrowing devices from family or friends can also be a temporary solution until students can acquire their own.

4. Tech Issues

Technical issues are inevitable in online learning, and they can disrupt the learning flow and hinder students’ progress. Students may encounter challenges such as low internet bandwidth, spotty reception, or software glitches. These issues can be frustrating and time-consuming to resolve, especially for students who are not technologically savvy.

To minimize tech issues, students should ensure they have access to the necessary technology before enrolling in an online class. Checking if the school offers technical support for online students, such as phone, email, or live chat assistance, can be beneficial. Using a reliable internet service provider and attending classes in locations with a stable internet connection, such as public libraries or coffee shops, can help alleviate tech issues.

Teachers can also play a role in reducing technical issues by providing comprehensive guides to students. These guides should include technical tips, digital literacy guidelines, and information on online attendance regulations. Recording class sessions can also be helpful for students who couldn’t attend a live session due to technical issues, enabling them to catch up on missed material.

5. Distractions

The internet, while a valuable learning resource, can also be a source of distractions. Students may find it challenging to stay focused on their coursework when constantly bombarded with notifications from social media platforms, emails, or other online sources. These distractions can lead to procrastination and hinder students’ academic performance.

To combat online distractions, students can utilize tools such as social media blockers or turn off notifications during study sessions. Communicating with friends and family about their study schedule can help create a supportive environment that minimizes distractions. Finding a quiet and dedicated study space, free from unnecessary gadgets, can also enhance focus and productivity.

Teachers can contribute to reducing distractions by incorporating dynamic learning design in their online courses. Engaging students with interactive activities, surveys, and debates can hold their attention and minimize the temptation to browse social media or other websites during class. Additionally, organizing tests and quizzes that require verbal responses can encourage active participation and minimize distractions.

6. Time Management

Online learning requires effective time management skills to balance academic responsibilities with other commitments. Students may find it challenging to navigate their daily routine while juggling coursework, work, and personal obligations. Without proper time management, students may struggle to meet deadlines and maintain a healthy work-life balance.

To improve time management, students can practice multitasking and prioritize their tasks based on urgency and importance. Creating daily to-do lists and allocating specific time slots for each task can help students stay organized and accountable. For students who prefer a more focused approach, concentrating on one task at a time and crossing off completed activities can create a sense of accomplishment and improve productivity.

Teachers can also support students in managing their time effectively by conducting periodic surveys to understand how students allocate their time. By identifying any potential issues or bottlenecks in students’ schedules, teachers can provide personalized guidance and assistance. Additionally, setting clear expectations and deadlines for assignments can help students plan their time more efficiently. Learn more way to better time manage.

7. Barriers to Learning (Disabilities / Special Needs)

Students with disabilities or special needs may face additional challenges in online learning. Certain disabilities, such as dyslexia, autism, or visual or hearing impairments, require extra support and accommodations that may be easier to provide in a physical classroom setting.

To address the barriers to learning faced by students with disabilities, teachers should ensure that their online courses are universally accessible. This can include providing captions for audio and video resources, offering voice-over descriptions of text and images, and incorporating alternative learning options such as keyboard shortcuts. Additionally, leveraging AI-powered personal assistants or accessibility tools can further enhance the learning experience for students with special needs.

By adopting inclusive design principles and considering the diverse needs of students, teachers can create an equitable learning environment where all students can thrive.

Online learning presents unique challenges for students, but with the right strategies and support, these challenges can be overcome. By addressing feelings of isolation, fostering motivation, providing access to necessary technology, minimizing tech issues, reducing distractions, improving time management, and ensuring inclusivity for students with disabilities, online learning can be a rewarding and successful experience for all. Students and teachers alike play crucial roles in creating a conducive learning environment and supporting each other throughout the online learning journey.

Remember, online learning is a dynamic and evolving process, and continuous adaptation and improvement are key to overcoming challenges and achieving academic success.

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Training employees online? Beware of these challenges

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

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

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

The paradox of online training

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

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

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

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

5 challenges of online learning — and how to overcome them

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

1. Technical issues

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

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

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

2. Lack of interaction

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

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

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

3. Online distractions

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

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

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

4. Disabilities and special needs

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

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

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

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

5. Poor digital literacy

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

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

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

How to win over tech-resistant employees

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

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

Consider going mobile

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

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

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

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

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

Make it fun

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

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

Ask for and implement feedback

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

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

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

Engaging learners with online training

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

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

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

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What are the Biggest Challenges of Online Education Today?

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

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

Table of Contents:

Introduction.

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

Frequently Asked Questions (FAQs)

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

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

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

1. lack of motivation in students .

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

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

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

How to Solve –

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

2. Infrastructural Problems  

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

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

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

Facts About E-Learning Industry

3. Digital Literacy and Technical Issues

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

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

How to Solve – 

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

4. Lack of In-person Interaction 

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

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

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

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

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

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

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

6. Course Structure and Quality 

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

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

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

7.  Lack of Accredited Degrees From Top Universities 

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

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

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

8. Abundant Distractions, Lack of Discipline  

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

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

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

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

9. Financial Hurdles

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

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

10. Acceptance by Teachers

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

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

Conclusion 

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

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

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

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

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

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

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

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

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

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

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

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

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

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8 common challenges of online learning

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Online learning has quickly become a staple method of education, offering the opportunity for accessibility and flexibility in acquiring new skills or advancing one’s career. However, despite its many benefits, there are common challenges students face when navigating the virtual classroom. This article aims to explore eight such challenges and offer potential solutions for overcoming them.

1. Lack of face-to-face interaction

In an online classroom, direct interaction with instructors and peers may be limited or absent altogether. As human beings, we crave connection, and this lack of face-to-face interaction can lead to feelings of isolation or disconnection.

Solution: To overcome this challenge, actively participate in online discussions through forums, instant messaging, or group chats to foster a sense of community with your classmates. Additionally, some courses feature occasional video conferences to provide interactive sessions.

2. Time management issues

Online learning requires self-discipline and effective time management skills as students have to balance multiple responsibilities like work, family, and academic commitments concurrently.

Solution: Create a calendar or schedule that details your daily tasks, coursework deadlines, and personal responsibilities to optimize your time and avoid procrastination. Also, designate specific time blocks for dedicated study hours in a conducive environment.

3. Technical difficulties

Technical issues can arise during the course of online learning – from slow internet connections to software compatibility problems – leading to frustration and potential delays in completing assignments.

Solution: Ensure that your hardware and software are updated and compatible with course requirements. Always have backup plans for accessing materials or submitting assignments in case technical problems occur.

4. Limited access to resources

Unlike traditional classrooms, some online courses may not offer immediate access to additional academic resources or materials required for a specific course.

Solution: Reach out to your instructor for advice on accessing supplementary resources or establish connections with classmates who may have additional study aids or tips on finding relevant materials.

5. Less guidance and support

Online courses often require students to be more independent and proactive in seeking help or clarification when they encounter difficulties.

Solution: Build relationships with your instructors and establish open lines of communication for any questions or concerns. Actively engage in online discussions and forums, where you can exchange ideas with other students who may share similar struggles.

6. Inability to stay motivated

Staying motivated in an online environment can be challenging, as it often lacks the traditional classroom structure and group study dynamic.

Solution: Set specific, achievable goals for your coursework and break them down into manageable tasks. Seek out virtual study groups or organize video conferences with classmates to create a support system that encourages interactive learning.

7. Difficulty adapting to new learning methods

Some students may find it difficult to adjust from the traditional classroom format to an online learning environment, which can impact their academic performance.

Solution: Familiarize yourself with online platforms and tools used by the course before it begins. Dedicate time in your schedule to practice navigating course materials and engaging with virtual classmates, making it easier to adapt as the course progresses.

8. Privacy and security concerns

With increasing occurrences of cyber threats, ensuring data privacy in an online setting is a significant concern for many students.

Solution: Take precautions like utilizing secure internet connections (e.g., VPN), enabling strong passwords, and ensuring antivirus software is up-to-date. Additionally, learn the safety protocols provided by the institution offering the courses to implement safe online practices.

In conclusion, recognizing these common challenges is an essential first step towards successful online learning experiences. By identifying potential problems early on and implementing practical solutions, students can better equip themselves for a fulfilling virtual education journey.

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India: Pledging to RiseUp4Peace, young people and educators work on promoting peace and lawfulness beyond classroom walls

New Delhi, India/30 April 2024: "I pledge to promote peace, justice and fairness in my school and beyond." In the bustling corridors of the Sarla Birla Gyan Jyoti school in northeast India’s Guwahati (Assam), over 1200 students stand shoulder to shoulder in the morning assembly, their voices echoing with a pledge for peace, justice, and inclusivity.

Among them is Khyati Baruah, a spirited 15-year-old with a passion for creating positive change.

“Being a part of the RiseUp4Peace project has enhanced my leadership skills to a new level,” says Khyati. “As a student leader in my school, I have been collaborating with students from different classes and feel a new spark of excitement in the students for SDG16.”

With UNODC's RiseUp4Peace initiative, Khyati and thousands of young minds like her are actively learning about--and advocating for--peace, justice, and inclusivity with education. This pioneering educational initiative, spearheaded by UNODC in collaboration with Kamla Nehru Public School (KNPS) Phagwara and educator partners across India and beyond, focuses on empowering young people and educators on creating a culture of peace, the rule of law and integrity.

With the support of dedicated educators, the initiative has evolved into a coalition of empowered 'Partners4Peace,' a network of networks dedicated to fostering a more just and inclusive society--—core elements of Sustainable Development Goal 16 (SDG16).

This month, RiseUp4Peace organized five interactive capacity-building dialogues, bringing together over 1,095 educators and young people. These dialogues aimed to demystify SDG 16 and related themes, encouraging the co-creation of student-led activities and fostering cross-learning among educators. The focus was on innovative classroom interventions to educate, engage, and empower young learners on peace, the rule of law, and integrity.

“With RiseUp4Peace, I am able to spread awareness about the impact we as students can make to build a just and peaceful world. This project has also  helped me to develop my leadership and communication skills,” says Lekisha Jain, aged 14. 

"Working for this cause has enabled me to harness digital tools for meaningful social impact. It's a journey that not only amplifies my voice but also deepens my understanding of the challenges surrounding SDG16," says 15-year-old Srishti Sen, a student of the Funlish online education platform.

At the core of the initiative is also an emphasis on capacity-building for educators and fostering cross-learning opportunities. Over 150 educators participated in the 5th monthly RiseUp4Peace capacity-boosting dialogue in April, where UNODC's youth mainstreaming specialist Paloma Munne presented the Youth Empowerment Accelerator (YEA) framework to promote youth mainstreaming. Educators from around the world shared practical ways to strengthen SDG 16 education, highlighting the importance of a “collaborative spirit."

"With this network, the idea is to foster cross-fertilisation of expertise and ideas between educators and educational institutions, and enable young people to sharpen their skills," said Ms. Paramjit Dhillon, Principal (Admin and Innovation), KNPS Phagwara.

Knowledge support was also provided to 316 educators, 5,100 young people and 12 educational institutions directly on SDG 16-related themes and youth mainstreaming on the rule of law. This resulted in the co-creation of a range of school-led initiatives engaging and empowering over 14,000 young people—including a students’ ‘Run4Peace’ campaign driven by the Little Kingdom School (Madhya Pradesh), virtual student assemblies on SDG16 conducted at the Funlish language school, setting up of a 'peace tree' with messages on SDG 16 at the Sri Seshaas International Public School Salem (Tamil Nadu), interactive dialogues held at the Schiller Institute (Uttar Pradesh) and other institutions, pledge drives, posters and artwork activities, among others.

"In today's interconnected world, the significance of SDG16 education cannot be overstated. RiseUp4Peace recognizes this urgency and provides a unique platform for educators and students to come together in dialogue and action,” says Samarth Pathak, UNODC Communications Officer for South Asia. 

"I have always wanted to make a difference in the society, but didn’t know where to start," says Anubhab Siddhanta, aged 13. "Engaging with UNODC has made me realise that small acts too can have a big impact.” With RiseUp4Peace paving the way, young people are not just dreaming of a better tomorrow—they're actively working towards it, one pledge and one action at a time.

Join the initiative:   t.ly/lh9T7

This activity contributes to SDG 4, SDG 5, SDG 16 and SDG 17:  https://sdg-tracker.org/

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Biden forgives another $6B in debt for students of for-profit chain The Art Institutes

The recently closed for-profit network has been mired in legal challenges for years..

The Education Department has approved roughly $6 billion in student loan relief for more than 300,000 students who officials said were misled into taking on "mountains of debt."

The debt forgiveness, announced Wednesday, will go toward students who attended The Art Institutes, a network of for-profit colleges that was plagued for years by fraud allegations before shuttering its remaining campuses in September. The chain's parent company, Education Management Corp., reached a nearly $100 million settlement with the Justice Department in 2015 after a series of lawsuits. It lost its accreditation years ago.

The Education Department said it independently reviewed data from attorneys general in three states proving that the chain falsified employment rates and overstated its relationships with employers.

What is borrower defense? The Biden administration owes student debt relief to thousands. Many haven't seen it yet.

In a statement, President Joe Biden said forgiveness is part and parcel of his strategy to bring student loan relief to as many borrowers as possible. The administration credits itself with bringing almost $160 billion in forgiveness to nearly 4.6 million borrowers.

"This institution falsified data, knowingly misled students, and cheated borrowers into taking on mountains of debt without leading to promising career prospects at the end of their studies," Biden said in the statement.

The department said eligible borrowers who were enrolled at the schools between January 2004 and October 2017 would start being notified Wednesday.

Public policy education could make a better country if done right

• Engaging students and executives from various disciplines in tackling social challenges will bring forth talented problem-solvers. A wider and better understanding of our problems could improve policymaking.

India’s rapid economic growth and increasingly complex social and public challenges underscore the need for robust public-policy education. However, public policy programmes fall short of adequately preparing the next generation of policymakers, civil servants and engaged citizens.

Traditionally, public policy education in India has been confined to post-graduate degree programmes, often offered in isolation from the real-world complexities that policymakers face. These programmes focus on theoretical frameworks and case studies from the West, without addressing the unique social, cultural and political dynamics that shape policy challenges in India.

To truly empower the country’s citizens and public sector, public-policy education must evolve to become more accessible, practical and contextually relevant. This means expanding the avenues through which people can engage with public policy beyond the traditional degree programme format.

To begin with, public-policy education should be integrated into the curriculum of undergraduate and postgraduate programmes across all disciplines. Even students pursuing degrees in engineering, business or arts should be exposed to the basics of public policy, systems thinking and the role of citizens in shaping their communities. This cross-pollination of ideas will help bring forth a generation of problem-solvers who understand the interconnected nature of societal challenges and are able to contribute meaningfully to policymaking processes.

Education does not end with graduation. Executive programmes on public policy matters should be made available to working professionals across diverse sectors. Many of the most pressing policy issues—from urban planning and environmental protection to healthcare and education—have become ubiquitous concerns in the workplace. By offering executive-level programmes, workshops and short courses, we can equip professionals with the knowledge to navigate these complex challenges, ultimately improving the quality of decision-making and service delivery.

It is not obvious but important to recognize that public-policy education can also play a key role in empowering the country’s entrepreneurs. Too often, budding business aspirants become so sharply focused on developing products or services that they fail to adequately consider the domestic and international regulations that can significantly impact their operations. Many owners of startups only realize the importance of public policy when they encounter unexpected legal or bureaucratic hurdles that threaten the viability of their ventures. By integrating public policy curricula into entrepreneurship programmes and offering specialized courses for business founders, we can equip the next generation of business leaders with a deeper understanding of the policymaking landscape.

This will not only help entrepreneurs navigate the complexities of regulation and compliance, but also enable them to become active advocates of policy reforms that support innovation and the growth of small businesses. As India positions itself as a global hub for entrepreneurship, public-policy education could become instrumental in fostering a thriving, informed and resilient startup ecosystem.

Public policy is a fascinating subject. The pedagogy should leverage innovative delivery formats, such as immersive travel programmes, hybrid models for working professionals and intensive summer schools. These alternative models can provide learners with hands-on experience, exposure to diverse perspectives and opportunities for collaborative problem-solving, all of which are crucial for developing a nuanced understanding of public policy. Through immersive learning, learners can engage with a wide range of experts from policymakers and civil society leaders to academics and social entrepreneurs. This multidisciplinary approach will not only deepen their knowledge, but also foster a network of like-minded individuals who can share ideas and work together long after the academic programme has ended.

The ultimate goal of re-imagined public policy education should be to create a more informed, engaged and empowered citizenry. When people from all walks of life have a deeper understanding of the policymaking process and the ways in which they can influence it, they become more invested in the well-being of their communities and the country as a whole.

Moreover, by exposing a diverse pool of talented individuals to the challenges and complexities of public service, such programmes can help create a robust pipeline of future leaders for the public sector. Local governments, state agencies and national ministries could tap this talent pool, attracting the brightest minds to tackle the country’s most pressing issues.

In a time of rapid change and rising uncertainty, India needs a public-policy ecosystem that is responsive and capable of addressing the unique needs of its people. By rethinking the way we approach public-policy education, we can encourage a new generation of engaged citizens and policy entrepreneurs to help us collectively shape a brighter future for the nation.

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Two children’s residential care locations in Chelsea to close over workforce, funding challenges

Spurwink offers programs for people with intellectual disabilities, substance use disorder, foster care services, among other services.

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CHELSEA — Spurwink, a nonprofit that provides behavior and mental health services to children and adults, is closing two children’s residential care locations in Chelsea because of workforce and funding challenges.  

Spurwink plans to close two children’s residential care locations on the Chelsea campus and around 61 employees will be affected, according to the Department of Labor. The Department of Health and Human Services said Wednesday that the facilities are expected to close June 30.

Spurwink offers programs for people with intellectual disabilities, substance use disorder, foster care services, among other services, like serving as a contracted service for school districts that can’t provide a student’s special service with the staff at hand.  

As costs rise dramatically, Maine schools struggle with sending special education students to private schools

The Department of Labor received notice April 24 of Spurwink’s plan to close. 

The special purpose private school on the Chelsea campus is not affected, said Kristen Farnham, the vice president of legal affairs and advancement at Spurwink.  

“We are working with the Department of Health and Human Services and other stakeholders on appropriate placements for the impacted clients,” she said.   Advertisement

Farnham credited the workforce and funding challenges to the closure of the location.  

Spurwink is a nonprofit agency that brought in $74.6 million in revenue according to its 990 tax filing from 2023 and had expenses around $73.8 million. In the previous year’s filing, Spurwink brought in $80 million in revenue and had around $78.5 in expenses. Around 80% of the revenue is from program services.  

Spurwink CEO Eric Meyers told the Kennebec Journal in 2017 that, even then, costs associated with their programs have increased while, in many case, public funding has remained stagnant.

The nonprofit opened its Chelsea location over 20 years ago  but created a campus in 2017 with a new building and the renovation of an existing building. At the time leaders said the program needed more space for students with autism and intellectual disabilities as well as to deal with an increase in the need for programs fueled by the opioid epidemic. The expanded Chelsea campus added residential dormitories for students while expanding the education center and adding around 50 jobs.

Officials at Spurwink said they will help employees find positions at other Spurwink locations across the state.

DHHS is aware of the closure, said Lindsay Hammes, press secretary for the department.  

“We recognize the impact of this on Spurwink staff and children and families in need of care, and the Office of Behavior Health is working with Spurwink to support care coordination for children and youth impacted by the closure,” she said in a statement Wednesday.  

The Department of Labor is offering its Rapid Response services to impacted workers, which helps highlight important information when laid off, like unemployment insurance or other health insurance options.  

Spurwink officials did not respond to requests for comment on the closure, on when the two schools will officially close, how many students are affected and what services were offered at the two schools.

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Work begins on Spurwink expansion in Chelsea

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