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

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

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

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

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

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

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

The Essential Role of Instructors in Adult Learning

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

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

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

Why the Human Connection Still Matters

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

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

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

Why Human Relationships Still Matter

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

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

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

Developing Competency vs. Acquiring Knowledge

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

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

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

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

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

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

Reaffirming the Instructor’s Role Through Intentional Engagement

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

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

Method #1. See the Student as a Person

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

Method #2. Teach Through Every Interaction

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

Method #3. Respond with Patience and Care

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

Method #4. Make Yourself Accessible and Present

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

Method #5. Provide Context to Spark Deeper Thinking

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

Method #6. Support Development, Not Just Performance

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

You Are the Heart of the Online Classroom

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

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

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

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

About Dr. Bruce A. Johnson

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

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

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

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