What Does It Mean to Obtain a High-Quality Online Education?
When I first began working in the field of distance learning over twenty years ago, online education was still emerging—and viewed with skepticism by many traditional educators and employers. In those early years, online schools attracted non-traditional students: working adults, caregivers, and others whose lives didn’t fit neatly into the expectations of a campus-based college experience.
But as the field grew, so did the challenges.
Some online schools expanded rapidly, only to collapse under lawsuits, scandals, or poor academic outcomes. Others were acquired by larger conglomerates or rebranded into nonprofit divisions of traditional universities. For-profit institutions in particular have faced scrutiny over recruitment practices, tuition models, and the long-term value of their degrees.
Still, students keep enrolling.
Not because it’s cheaper—because it often isn’t.
Not because it’s easier—because it shouldn’t be.
But because it’s accessible. Flexible. Possible.
There’s a growing national conversation—among policymakers, researchers, and former students—about the true cost and value of an online degree.
But it’s not just about dollars—it’s about differences in delivery.
Some programs are competency-based, where students “test out” of subjects they may never be taught. Others follow traditional online models, yet offer wildly inconsistent classroom structures and teaching quality.
And yet, with so much variation in how online programs are delivered—from disconnected faculty to a lack of consistent instructional design—it’s surprising how rarely students speak up or ask the question directly:
What does “high-quality” really mean in online education today?
What Do Students Know About Online Education?
For students looking to advance their careers, fulfill a lifelong goal, or discover a renewed sense of purpose, online education has become a widely accepted and increasingly popular option. But what does the average adult learner really know about online schools—beyond the slick, feel-good advertising on television or across social media platforms like LinkedIn?
Look closely at those ads and you’ll notice a trend: they’re built around emotion, not substance. They sell a feeling—a dream of possibility—without ever mentioning the curriculum, the quality of instruction, or the actual learning experience.
As someone who has led in this field for many years, I find this omission troubling. In any legitimate academic institution—whether on-ground or online—the core responsibility should always be academic. Yet rarely do we see marketing that highlights the faculty or the integrity of the course content itself.
Do students know this? Or do they not care?
It’s difficult to say. What I do know is that many adult learners quietly accept outdated content, disengaged instructors, and poorly structured courses without complaint. Why? Because some are unsure of what a quality experience should look like. Others may be afraid to speak up—worried it could affect their grade or standing.
Too often, the promise of “online learning” is delivered in form, but not in function. And that leaves students wondering whether the degree they’re earning is truly preparing them for anything beyond the final payment due.
What Does an Online School Owe to Its Students?
If we want to talk about high-quality online education, we first have to ask: What are the standards? Who decides what quality looks like—and who holds online institutions accountable for delivering it?
The first answer most people offer is accreditation. In the United States, institutions may be either regionally or nationally accredited, and while the differences between them are significant, the general purpose is the same: to ensure schools meet a minimum threshold of academic quality.
But what do these accrediting bodies actually evaluate—and is it enough?
Accreditation: A Framework, Not a Guarantee
Regional accreditation is often considered the gold standard. These agencies focus primarily on academic institutions—especially non-profits and public colleges and universities. Their evaluations include curriculum, faculty credentials, and student outcomes.
In contrast, nationally accredited agencies, such as the Distance Education Accrediting Commission (DEAC), tend to evaluate career, vocational, or for-profit institutions. Their standards are often broader, with more flexibility in admissions and instructional design. These schools frequently operate as businesses, with revenue tied directly to enrollment and, in some cases, shareholder interests.
A review of the DEAC’s own handbook reveals well-structured standards on:
- Credit hour documentation
- Learning resources and faculty expectations
- Student achievement and satisfaction
- Advertising ethics and recruitment practices
These guidelines suggest a clear effort to ensure students are offered a meaningful, measurable learning experience. But here’s the truth no one wants to say out loud:
Having standards on paper does not guarantee those standards are being lived out in practice.
Accreditation is, by definition, a voluntary process. While institutions are reviewed periodically and required to provide documentation, enforcement varies. Even within accredited schools, students may still encounter:
- Outdated curricula
- Poorly designed online classrooms
- Faculty who are disengaged or unavailable
- A complete lack of feedback, coaching, or mentorship
What Do Online Schools Actually Owe Their Students?
So if accreditation can’t guarantee excellence, what then do schools owe to students who have invested their time, money, and trust?
At minimum, we must expect more than a classroom login in exchange for a tuition payment.
But here’s the problem: in the absence of strong legal accountability, many online schools are left to determine for themselves what “quality” looks like. That means the line between excellence and exploitation is thinner than most students realize.
And far too many institutions have learned how to do just enough to stay accredited—without doing what’s right for the learner.
What is a High-Quality Online Education?
If we are to hold online institutions accountable, we must first define what quality truly means—and we must define it from the perspective of those who live and work within these learning environments every day.
Not from advertising copy.
Not from vague metrics.
But from lived experience, grounded in educational principles that prioritize student growth, learning outcomes, and ethical instruction.
After decades of experience in higher education, adult learning, and distance learning design, I believe high-quality online education must be evident in three core areas:
Courses & Curriculum
High-quality curriculum is more than content—it’s design with purpose. It must be:
- Grounded in adult learning principles
- Current, relevant, and regularly updated
- Built by professionals with experience in higher education, online pedagogy, and instructional design
Too often, I’ve seen courses built by those with no formal background in distance education or adult development—just subject matter experts with no framework for how adults actually learn online. The result? Courses that are outdated, confusing, or simply content-heavy with no strategy for engagement or growth.
A strong course is not a textbook dump or a set of disconnected tasks. It is a carefully designed learning journey—one that honors how adults think, reflect, and apply.
Instruction, Engagement, and Presence
A high-quality course cannot thrive without an equally high-quality instructor.
In online education, teaching is not a passive role. Presence must be intentional. A strong instructor:
- Shows up visibly and regularly in the classroom
- Engages in meaningful discussion
- Responds promptly and with care
- Builds a sense of community and trust
A passive, absent, or disengaged instructor—even if technically “qualified”—undermines the entire course. Unfortunately, I’ve seen far too many instructors appear only when contractually obligated, offering minimal interaction and no effort to truly support student growth.
Presence is not optional in online education. It is the foundation of every successful learning experience.
Delivery, Feedback, and Development
This is where quality either rises—or collapses.
Too often, I’ve witnessed feedback reduced to canned phrases, recycled from one assignment to the next. Even schools that teach the importance of substantive feedback often lack the systems to ensure follow-through.
Now, with the rise of AI tools, the temptation for instructors to outsource even this basic responsibility has only increased. Used wisely, AI can support feedback—but in the wrong hands, it becomes a shortcut for educators already doing the bare minimum.
Quality feedback must be:
- Personalized and relevant
- Tied directly to learning objectives
- Delivered in a timely manner
- Designed to encourage reflection and improvement
Feedback is where real development happens. It’s where students discover what they’re doing well, where they can grow, and how to move forward with confidence. It’s not a line item on a rubric—it’s a moment of mentorship.
In Summary: Quality Is Not Accidental
High-quality online education does not happen by chance. It is the result of intentional design, ethical leadership, and a deep commitment to the learner’s experience.
It is seen in the structure of a course, the presence of the instructor, and the care taken to guide students with thoughtful feedback. It requires effort, reflection, and a standard higher than “good enough.”
A Reflection for Institutions and Educators
Ask yourself this: If a student were to base their entire perception of higher education on a single course—yours—would they leave empowered? Or disillusioned?
Every online educator, curriculum designer, and institutional leader holds power:
The power to build or to erode trust.
The power to inspire growth—or quietly fail to support it.
When we forget that each student is a human being investing in their future, we’ve lost our way.
Conclusion: It All Depends Upon Those Who Lead and Those Who Choose to Participate
At the heart of every online institution is a choice—a set of values that either drive quality or quietly ignore it. In truth, high-quality education is never accidental. It is always intentional.
For leaders, that intention must begin at the top:
- Set clear standards.
- Demand accountability.
- Ensure curriculum quality.
- Insist on meaningful, measurable instruction.
- Get involved—not only when problems arise, but from the start.
Growth is not inherently bad. But when it becomes the only goal, quality becomes negotiable—and students pay the price.
For instructors, participation is not enough.
Online teaching requires more than availability and a login. It demands:
- Knowledge of adult learning principles
- Experience working with adult learners
- A deep understanding of online pedagogy
A certificate program may suggest competence—but true mastery comes from lived experience, reflective teaching, and a passion for learning.
Many want to teach online today. But few are equipped. And fewer still are supported by systems that expect excellence and help them deliver it.
So where does that leave us?
In the U.S., both for-profit and non-profit schools operate similarly:
Students pay tuition, and in return, they are given access—either to a classroom or to a set of self-paced content.
Some students research accreditation. Some don’t.
Some come with clear expectations. Others arrive with only hope.
But in either case, students deserve more than hope.
They deserve clarity, consistency, and a promise of quality that is upheld at every level of their experience.
Ultimately, high-quality online education depends on what each school is willing to provide—and whether it values people over profit, learning over logistics, and purpose over growth at any cost.
Growth is never wrong.
But it must never be prioritized over the quality of the education being offered.
The future of online learning depends on that truth.
And so do the futures of the students who trust us.
About Dr. Bruce A. Johnson
Dr. Bruce A. Johnson is an educator, author, and scholar-practitioner with over 35 years of experience teaching, training, and mentoring adult learners. A visionary leader in curriculum strategy, distance learning, and faculty development, Dr. Johnson is known for challenging outdated systems and advocating for high-impact, student-centered education.
As a published author of three books and hundreds of articles, his work bridges mindset development, online pedagogy, and academic leadership. His message is clear: education must be intentional, ethical, and transformative.
Discover more at Dr. J’s Books or connect on Twitter and Instagram.
