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The 5 things moving instruction online breaks (and how to fix them)

A couple of decades ago, when education and training courses began to move online, the approach many of us took was to batch up our PowerPoint decks and post them online with a few links to topic-relevant articles. Then we’d retool our assessments, if necessary, in the form of multiple-choice quizzes and call it a day.

The results weren’t stellar.

• Based on a significant amount of research, this approach wasn’t wildly effective for any learners, but was most problematic for learners with average or poor motivation, attention, background in the topic, or study skills.
• Then came the pandemic, a 2-year stretch in which the mass move to online instruction resulted in staggering worldwide learning loss that  still hasn’t been redressed.

Clearly, there’s nothing magical or inherently superior about “online” as a delivery medium for instruction.

As time went on, many of us began to take a more sophisticated approach. Using the latest tools, we incorporated video, e-learning modules, and assessments featuring authentic scenarios. We used gamification techniques like badges and leader boards and we generated endless completion reports. And yet studies like this this one (conducted by a group whose livelihood isn’t dependent on selling online instruction) continue to show that learning suffers across the board when instruction moves online–even for disciplined, highly motivated learners.

The reason isn’t particularly difficult to figure out.  Online instruction is convenient to consume, and it scales.  These two factors make it profitable; and its profitability has driven its popularity. But profitability and popularity don’t correlate with effectiveness.

Most of us have simply never stopped to consider the critical elements that break when we move instruction online; and if we don’t realize what we’re breaking, we can’t attempt to fix or mitigate those breaks.

This article can help.

1. Moving online breaks logistics around what learners need do, when they need to do it, and how they need to do it. 

Learners in face-to-face settings don’t need to think too hard about what’s expected of them.  Instructors pass out copies of the syllabus and go over it with the group.  They scrawl reminders on the whiteboard.  They begin and end class with “Don’t forget, the big quiz is coming up next Tuesday.”  They correct misunderstandings and answer questions verbally as they arise..

Online, however, learners are responsible for figuring out how to navigate to wherever it is that tells them what’s due when. (And because LMSs don’t follow basically usability conventions, they must figure it out all over again time after time.)  Learners then have to interpret course expectations correctly; figure out how to ask questions if they don’t understand something; and manage their own time with minimal (or no) reminders or encouragement.

To repair this break, online instruction must provide:

• A syllabus and schedule that are clear, concise, and complete, and located where learners can’t miss them. (Presenting these documents in the first virtual meeting or via required video is a good idea; so is requiring learner confirmation of receipt and understanding.)
• Unambiguous assignment instructions; rubrics; submission instructions; and instructions for where to find and how to interpret assessment feedback.
• An easy-to-locate and easy-to-use way to contact the instructor with questions.
• A well-designed course interface that enables learners to navigate to course content and assessments easily.
• Regular reminders sent in multiple ways (e.g., via email and text in addition to in-course messaging).

Surprisingly, many LMSs break usability conventions and so make finding content and assessments difficult for learners. If yours is one of these LMSs, consider providing a short “here’s where to find what’s due when” video to learners on day one.

2. Moving online breaks learner-to-learner support and camaraderie. 

In a face-to-face setting, learners benefit from “water cooler” learning and support. In other words, they benefit from hearing their fellow learners’ questions, assumptions, and explanations—in addition to the pleasantries and shared jokes that can make learning more enjoyable. 

In contrast, online learners miss out on the extra information and often report feeling isolated, which lowers motivation and engagement (which can in turn increase feelings of isolation in a vicious cycle).

To help remediate this break, try:

• In-person meetings, if possible. Even one conducted at the beginning of instruction can make a positive difference.
• Virtual instructor-led meetings that include icebreakers and other activities designed to drive active webcam participation.
• Assigned group work, preferably accompanied by required virtual group meetings.
• Assigned discussion boards, preferably accompanied by required video posts.

3. Moving online removes the requirement to show up—not just mentally, but emotionally. 

Face-to-face meetings provide a sense of urgency. They’re compelling because they require learners to get dressed, show up, prepare for instruction, and at least pretend to pay sustained attention in an environment characterized by minimal distractions.

Online, that sense of urgency diminishes, so learners tend to take activities less seriously and to procrastinate. Screen fatigue makes it even more likely that learners will put off completing activities.  And when learners do engage with instructional materials, they’re likely doing so in an office or home environment characterized by multiple distractions. 

To help patch this break, try providing:

• Virtual scheduled meetings with required webcam participation and thoughtfully prepared activities. 
• Multiple touchpoint mini-assignments, each of which is due at the same time on the same day of the week (e.g., 11:59 p.m. each Monday, Wednesday, and Friday) and each of which provides instant feedback.

4. Moving online makes asking questions and getting answers more difficult and more time-consuming for learners.

In a face-to-face setting, it’s so easy to ask questions and get clarification that even kindergarteners can do it. That’s far from the case online, where learners must navigate a sometimes-unfamiliar interface to figure out how to communicate and then craft a question in text (something many learners struggle to do effectively online or off).

In any given online course, some learners will make incorrect assumptions rather than try to figure out how to ask a question; some learners may ask questions but not understand how to locate the answers; and still others will spend a significant amount of time trying to get clarification that would have been quick, easy, and painless to obtain in a face-to-face setting.

To mitigate this break:

• Make sure the “here’s how to ask questions online” process is front-and-center on the course syllabus.
• Provide each learner with the instructor or facilitator’s direct email address, and encourage learners to use it whenever necessary.
• Schedule regular virtual meetings so learners can get clarification verbally.
• Provide discussion boards open to all learners (and check them frequently).
• Provide support for video Q&A to support learners who have difficulty writing out questions clearly.

5. Moving online requires learners to spend time off task troubleshooting technical issues unrelated to the instructional topic.

All online courses are subject to multiple points of failure: device-related (laptop won’t turn on), software-related (repainting, submission errors, freezing issues, versioning), connection-related (slow or broken connection), and peripheral-related (microphone, webcam, speaker, keyboard, or mouse issues). Even with formal IT support provided by your organization, learners are still responsible for identifying issues and working through those issues themselves if possible (and contacting IT if not)—all of which represents time off task and none of which is necessary in a face-to-face course.

To help minimize this drawback:

• Provide printable versions of the schedule, syllabus, and other course-critical materials.
• Provide the IT department’s phone number on the syllabus.

The bottom line (TLDR)

Online instruction does have benefits—benefits we’re all well aware of because they’ve been shouted from the rooftops for decades.

What gets far less attention are the drawbacks. 

And that’s a shame, because we can’t fix what we don’t acknowledge.

What’s YOUR take?

Do you have a different point of view? Something to add? A request for an article on a different topic? Please considering sharing your thoughts, questions, or suggestions for future blog articles in the comment box below.

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