Online Education Has a Presence Problem — and Students Are Paying the Price

, ,

Online education is not struggling because of technology, student motivation, or even curriculum design. Those are surface-level symptoms. The deeper issue is more fundamental: human presence has been steadily eroded from the learning experience.

At first glance, most online programs appear functional. Courses are populated, content is accessible, assignments are submitted, and grades are issued on time. From an operational standpoint, everything looks intact. Yet when these practices are examined through established principles of adult learning and instructional development, a critical absence becomes apparent. The human presence that once anchored online education has been quietly diminished—often by design.

Presence is frequently misunderstood in online environments. It is not measured by login frequency, announcements, or administrative responsiveness. Presence is structural. It exists when instruction is shaped through dialogue, feedback, and guided intellectual engagement over time. Without it, education may retain its form, but it loses its function.

As institutions have increasingly prioritized efficiency, scalability, and simplified delivery models, the conditions that support presence have weakened. Courses expand. Faculty roles fragment. Feedback becomes standardized or automated. Discussion and interaction are reduced or removed entirely. What remains is an experience that resembles education procedurally, but no longer operates as education developmentally.

Students adapt to this environment with little resistance. Many adult learners recalibrate their expectations, focusing on completion and credentialing rather than questioning the quality of the learning itself. Over time, the absence of presence becomes normalized—until learning is reduced to content consumption and endurance.

This article examines what is lost when online education is separated from its human center. Learning is not sustained by platforms or processes alone. It depends on presence. And when presence is systematically diminished, students bear the consequences—whether they recognize it or not.

What Presence Actually Is — and What It Is Not

To move beyond rhetoric, it is necessary to define presence with precision. In online education, the term is often used loosely—sometimes defensively—to describe basic instructional activity. This lack of clarity allows institutions to claim instructional rigor while quietly removing the conditions that make learning possible.

Presence is not a checklist, and it should not be reduced to visibility alone. This excludes routine, non-engaged activities such as:

  • logging into a course several times per week
  • posting announcements on a predictable schedule
  • responding to emails within a stated timeframe
  • inserting auto-generated or canned commentary into feedback

From my experience in online teaching and faculty development, these behaviors may signal contractual compliance, but they do not create an environment conducive to learning. They reflect administrative participation, not instructional engagement.

Presence as a Cognitive Function

Instructional presence has a cognitive dimension that is frequently overlooked. Cognitive presence does not refer to subject-matter expertise alone, nor does it emerge from content delivery. It exists when an instructor is actively engaged in the learner’s thinking process over time.

In practice, this involves tracking how understanding develops across weeks, not merely evaluating isolated submissions. It requires responding to ideas rather than formats, identifying patterns in reasoning, and intervening intentionally when thinking remains superficial, fragmented, or inconsistent.

In my own online classrooms, cognitive presence has meant referencing earlier work in later feedback, challenging assumptions that persist across assignments, and asking targeted questions that require students to revisit how they are reasoning—not simply what they have concluded. These practices depend on attention, memory, and professional judgment. They cannot be automated without loss.

Presence as a Relational Structure

Presence also has a relational dimension, but not in the informal or sentimental sense the term often implies. Relational presence is not about friendliness or availability. It is about establishing a sustained academic relationship in which a student understands that their thinking is being taken seriously by an engaged professional.

In my experience, relational presence is built through consistency and specificity. Students respond when feedback addresses their actual arguments rather than rubric categories, and when instructional responses demonstrate continuity from one week to the next. Over time, this establishes credibility and trust—not emotional dependence, but intellectual accountability.

Relational presence does not require constant interaction. It requires meaningful interaction. A limited number of substantive exchanges can establish far more presence than frequent but generic communication. This distinction matters because many institutions measure interaction frequency while ignoring interaction quality.

Why Presence Cannot Be Standardized Without Loss

Because cognitive and relational presence rely on interpretation, judgment, and responsiveness, they cannot be fully standardized without diminishing their function. When feedback becomes interchangeable across students, or when discussion facilitation is treated as optional, the instructional role shifts from educator to process manager.

This shift is often justified through efficiency measures such as turnaround times, participation counts, completion rates, or learning management system activity logs. These metrics capture behavior, not learning. From a faculty development perspective, it is clear that when institutions emphasize these measures, instructors respond rationally—by optimizing for compliance rather than engagement.

Courses remain operational. Grades are issued. Students progress. Yet the essential work of education—intellectual development through guided interaction—no longer occurs consistently.

Why Student Silence Is Not Evidence of Quality

It is often assumed that students would object if instructional presence were truly absent. Earlier in the history of online education, that assumption was sometimes valid. In my experience, it is far less so today.

Many adult learners have been conditioned to expect minimal instructor engagement. In programs where presence has never been modeled, its absence is not experienced as a deficiency. Students recalibrate their expectations to match the system they encounter. Silence, in this context, reflects accommodation rather than satisfaction.

This pattern is most visible in environments where success is framed almost entirely around degree completion. When the credential becomes the primary outcome, endurance replaces evaluation. The absence of presence becomes normalized, not questioned.

Reaffirming the Original Foundation of Online Education

Online education was not originally designed without presence. Early models emphasized interaction, discussion, feedback, and instructor engagement precisely because educators understood the risks of isolation. Presence was not an enhancement—it was foundational.

What is often presented today as innovation is, in many cases, a retreat from those principles. When presence is minimized or removed, learning increasingly resembles content delivery rather than education. Process replaces development. Completion replaces understanding.

This distinction determines whether online education remains an educational experience or becomes a transactional credentialing system. Presence is not stylistic. It is structural. And without it, learning cannot be sustained.

Why Completion Has Replaced Learning as the Primary Signal of Success

In many online programs today, completion has quietly replaced learning as the dominant indicator of success. This shift did not happen overnight, nor did it occur by accident. It emerged through a combination of institutional design choices, market pressures, and changing narratives about what online education is meant to deliver.

Completion is easy to measure. Learning is not.

Degrees can be counted. Terms can be completed. Graduation rates can be displayed publicly and promoted as evidence of effectiveness. Learning, by contrast, requires evidence of cognitive development, application, and transfer—outcomes that are more difficult to quantify and far more dependent on sustained instructional presence.

As a result, many institutions have structured their programs around what can be efficiently tracked rather than what must be intentionally cultivated.

Completion as a Market Signal

In contemporary online education, completion functions as a market signal rather than an educational one. It communicates persistence, resilience, and achievement—qualities that are appealing to employers, families, and prospective students. Public-facing narratives emphasize perseverance and success, often reduced to a single message: I earned my degree.

What is notably absent from these narratives is discussion of instruction. Rarely do students publicly reference instructors, feedback quality, course design, or learning materials. Capstone projects are celebrated as milestones, but seldom examined for their rigor, applicability, or transferability beyond the program itself. Outdated resources, minimal interaction, and fragmented instructional roles go unmentioned.

This silence is not evidence that these elements are strong. It reflects the reality that the degree has become the product. Once the product is delivered, the experience that produced it fades into the background.

Why Students Do Not Question the Experience

From my experience, most adult learners do not enroll in online programs to evaluate educational quality. They enroll to change circumstances—to advance professionally, to complete an unfinished goal, or to secure legitimacy in systems that still privilege credentials. When a program appears to deliver on that promise, scrutiny diminishes.

Adult learners are pragmatic. They manage time carefully, balance competing responsibilities, and prioritize outcomes that reduce risk. Questioning the quality of instruction while still enrolled introduces uncertainty: If this experience is deficient, what does that say about the degree I am working toward?

It is often psychologically easier to endure a suboptimal experience than to interrogate it. Completion provides closure. Reflection introduces doubt.

Endurance as an Unspoken Curriculum

In environments where instructional presence is minimal, students learn a different lesson—one that is rarely articulated but widely absorbed. The lesson is not how to think critically, apply theory, or develop professionally. The lesson is how to endure.

Students learn to comply with requirements, submit what is asked, and move forward without expectation of dialogue or developmental feedback. Over time, this becomes the implicit curriculum. Success is defined by persistence rather than growth.

This is not because students lack curiosity or capacity. It is because the system does not require—or reward—anything more.

The Cost of Redefining Success

When completion replaces learning as the primary signal of success, several consequences follow. Instruction becomes secondary to process. Faculty roles are reduced to oversight rather than engagement. Curriculum is evaluated by throughput rather than relevance or coherence.

Most importantly, students graduate without a clear sense of what high-quality learning actually feels like. They leave with a credential, but not necessarily with an expanded capacity to think, apply, or lead.

This redefinition of success benefits institutions operationally. It simplifies delivery, reduces instructional demands, and scales efficiently. But it carries long-term costs—for students, for faculty, and for the credibility of online education itself.

Completion may be an outcome. It should never be the standard by which education defines its worth.

A second article will examine what institutions gain—and what students lose—when instructional presence is intentionally designed out of online education.

About Dr. Bruce A. Johnson

Dr. Bruce A. Johnson is an educator, author, and scholar-practitioner with over two decades of experience in distance learning, online pedagogy, curriculum strategy, and faculty development. His work focuses on instructional presence, adult learning, and the design decisions that shape the quality and integrity of online education.

Drawing on experience as an online instructor and academic leader, Dr. Johnson writes about the conditions under which learning becomes meaningful, ethical, and developmentally sound. He is the author of multiple books and hundreds of articles on education, learning, and professional development.

/by

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:

Twitter: Access here

Instagram: Access here

Bluesky: Access here

Pinterest: Access here

/by

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.

/by

What Happens When Faculty Have No Standards to Follow: Student Outcomes Suffer

,

As online education continues to evolve, two primary models of distance learning have taken root in the United States.

The first is the competency-based model. In this approach, students are not enrolled in courses led by instructors. Instead, they move independently through subject matter by completing tests, quizzes, and written assessments. Once they reach a passing threshold, they continue to the next subject. While this model offers flexibility and self-paced learning, it often lacks structured engagement — and students can miss out on meaningful guidance from a dedicated educator.

The second model — and the one I want to focus on — is the instructor-led online classroom. This is the more traditional format, where students are enrolled in scheduled courses, supported by an instructor, and guided through weekly deadlines. These classes typically include interactive elements such as discussion forums, feedback loops, and ongoing written assignments.

I’ve worked in distance education for over 20 years, with the majority of that time focused on faculty training and program development. Through this experience, I’ve seen the transformative role faculty can play — when they are consistently present, responsive, and engaged. In competency-based models, that human connection is often missing altogether. But even in instructor-led classrooms, the student experience can vary dramatically depending on whether instructors are held to any consistent standards at all.

Some institutions provide clear, firm expectations for faculty. Others rely on vague language — or offer no structure at all. And when there’s no structure, students feel it. They notice when instructors are slow to respond, absent from discussions, or disconnected from the course altogether. Most students won’t file a complaint. But the consequences accumulate — in the quality of student work, in retention rates, and in the long-term credibility of the program itself.

Below, I’m sharing a framework I’ve used to shape faculty expectations — one that supports both instructor performance and student success. If your institution lacks clear standards, this may be a valuable place to start.

Explaining Conditions Observed in Online Classes

What I will first share are observations of online classroom conditions, from my work in faculty and curriculum development, when faculty standards have been put in place — along with observations of conditions of online classrooms when there are no formal faculty standards.

When Faculty Standards Have Been Put in Place

When clear, consistent faculty standards are in place, the difference is unmistakable — both in how the course operates and in how students respond.

These are the classrooms where end-of-course evaluations reflect the highest scores, particularly in areas related to structure and instructor engagement. Faculty understand that their work is subject to observation at any time by Academic Affairs or other leadership, and they know regular reviews are part of their role. Teaching assignments are closely tied to accountability — instructors who meet expectations continue to be invited back because they consistently uphold those standards.

Inside the classroom, the difference is visible:

  • Faculty establish a strong and active presence from the start of the week and maintain it throughout.
  • They participate meaningfully in discussion forums — not just checking a box, but guiding conversations and engaging with student perspectives. This happens even when no formal requirement exists, as educators understand that active instructor engagement significantly elevates intellectual discourse in asynchronous discussions.
  • Feedback is returned on time, and it’s more than a grade: it’s detailed, developmental, and promotes critical thinking and academic growth.
  • Standards for feedback are followed consistently, ensuring not only quality and clarity but also accountability across every student interaction.
  • Instructors actively support students with opportunities for real-time engagement — whether through virtual office hours, live discussions, or one-on-one meetings.

When faculty know what’s expected of them — and those expectations are upheld — students benefit from consistency, presence, and a learning experience that feels intentional and fully supported. That is directly related to student outcomes and student retention.

When Faculty Standards Have Not Been Put in Place

When faculty standards are absent, the results are just as clear — only in the opposite direction. Without documented expectations, there is no meaningful accountability. If a manager raises a concern — “You didn’t complete your feedback,” or “You should have responded to more students in the discussion” — the instructor can simply reply:

“There isn’t a standard that says I must.”

And they would be right.

I’ve seen this scenario far too often. Many online institutions still operate without any written faculty standards — leaving faculty to rely on personal discretion or vague guidance. The consequences, while subtle at first, are significant.

Let me offer this with respect and honesty: Unless your school has built an extraordinarily strong culture of professional responsibility, most instructors will give what they feel they have time for that week. If they’re juggling other jobs or responsibilities, they may resort to using canned comments or auto-generated responses. The result? Feedback that is impersonal, generic, and disconnected from each student’s unique learning experience.

In environments without standards, faculty presence also begins to erode. I’ve witnessed classes where the instructor only appeared when absolutely necessary — with an unspoken mindset:
“If I’m not being held to specific expectations, why should I be here daily?”

The same goes for feedback: you can tell instructors they should return it within a certain timeframe, but unless it’s written into a set of enforceable standards, there’s no policy to reference — and no foundation for follow-up action.

The consequences don’t stop at the end of the course. When students feel their instructor was absent, disengaged, or inconsistent in grading and feedback, their dissatisfaction often emerges after the course concludes — sometimes in exit surveys, complaints, or word-of-mouth. And over time, this erodes more than just student morale. It affects the reputation of the program — and eventually, the institution as a whole.

What About the Use of AI?

This is an important question — especially as it relates to instructor accountability in today’s online classroom.

There is a growing belief that AI can significantly reduce the workload of faculty. While there are indeed aspects of AI that can support and enhance course delivery — such as assisting with resource discovery, summarizing complex topics, or even helping instructors better understand subject matter — it should never be used to replace a faculty member’s voice, insight, knowledge, or contextual understanding.

What AI cannot replicate is the personal and professional experience an instructor brings — the kind of applied wisdom that connects theory to practice, or inspires students to think beyond the page.

This is especially true when it comes to feedback.

Feedback should be a teaching moment, a one-on-one opportunity to support student growth. It requires genuine engagement with the student’s submission — not just surface-level commentary. When faculty rely solely on AI to generate feedback, the result is often generic, impersonal, and disconnected from the student’s work. Feedback should be substantive, personalized, and meaningful — and it should reflect that the instructor has read, considered, and responded to the unique work each student has submitted.

If institutions included expectations around the ethical and meaningful use of AI as part of their faculty performance standards, it could reframe how faculty approach not only feedback, but also their broader roles in presence, participation, and student engagement.

AI is a tool — but it is not the teacher.

And the moment we allow it to replace the human aspect of education, we begin to lose what matters most.

The Basis of Faculty Performance: Behavior

Is it enough to simply tell faculty how to perform in an online classroom?

Is it enough to provide a few examples of what good feedback looks like and hope they’ll follow suit?

After more than two decades in distance learning, including 10+ years of faculty development and over 15 years immersed in adult learning theory, I can say this with full confidence:

None of those strategies are effective unless you address the behavioral foundation of faculty performance.

What drives faculty behavior isn’t just information. It’s accountability. Behavior only changes when the systems around it create consistent expectations — and consequences.

To illustrate this, let’s turn to a foundational behavioral theory:

Behaviorism (B.F. Skinner / Operant Conditioning)

Core Idea: Behavior is shaped by consequences. People are more likely to repeat actions that are rewarded (positive reinforcement), and less likely to repeat actions that are ignored or discouraged.

Application in Online Teaching:

  • When faculty are held to clear standards and evaluated regularly, key behaviors improve — such as submitting timely feedback, maintaining active presence, and engaging meaningfully with students.
  • When there are no consequences for under-performance — and no recognition for excellence — behavior becomes inconsistent, disengaged, or dependent on the individual instructor’s mood, schedule, or workload.

Why It Matters: Without structured systems of reinforcement — such as policies, performance reviews, and accountability measures — online teaching becomes a matter of personal discretion.

When professional discretion replaces clear expectations, student learning inevitably suffers.

Critical Standards Faculty Need to Improve Student Outcomes

To move from intention to impact, institutions must implement faculty performance standards that are clear, consistent, and actionable. This is why I want to share with you the foundation for a framework I have used to help faculty model the proper behaviors.

A Faculty Performance Model: Holding Online Faculty Accountable

The following categories outline specific behaviors that promote high-quality instruction, engagement, and student success. These standards form the core of an effective faculty performance model — one that holds instructors accountable for both academic excellence and a human connection.

CATEGORY: Participation

Active participation is the foundation of an engaged online classroom. Faculty should:

  • Be present and actively involved in the course for a specified number of days each week. (This will vary, depending upon the policy of the school.)
  • Respond to each student in the discussion at least once during the week.
  • Personally welcome students by replying to each student’s introduction during the first week of class.

CATEGORY: Provided Substantive Feedback

Feedback must serve as a tool for teaching, not just evaluation. Faculty are expected to:

  • Provide feedback that addresses both content and mechanics (e.g., clarity, grammar, structure).
  • Prompt critical thinking by offering direct insights within the learning activity submitted and by asking reflective questions.
  • Utilize a completed rubric for and add personalized commentary for all learning activities. For discussions, both the discussion response and participation posts must be evaluated.

CATEGORY: Maintained a Student-Focused Class

Online instructors must serve as accessible role models and academic guides. Faculty should:

  • Actively support and encourage students throughout the course.
  • Reach out to new students early to ensure they feel welcomed and supported.
  • Notify the advising or student success team when a student is falling behind, at risk for failing, disengaging from the course, performing poorly, etc.

CATEGORY: Posted Substantive Guidance

To help students prepare and stay on track, faculty must provide structured weekly direction. Faculty are expected to:

  • Post a substantive course announcement before each new week begins.
  • Include a brief instructional video that explains weekly course topics and learning activities, when applicable.

CATEGORY: Live Classes

Live interaction enhances understanding and creates space for dynamic learning. Faculty should:

  • Conduct the prescribed number of live sessions as scheduled.
  • Utilize the full class time effectively, ensuring a clear and structured presentation of course concepts.

CATEGORY: Maintained an Active Classroom Presence

Visibility builds trust and encourages engagement. Faculty must:

  • Respond to student questions and emails within the time period prescribed by the school.
  • Maintain active classroom presence as prescribed by the school each week.

Conclusion

This isn’t a question of whether faculty teaching online classes need standards and accountability — they absolutely do.

Without them, faculty performance becomes unpredictable — and students may have a vastly different classroom experience every time they begin a new course. Consistency disappears, and with it, the reliability of the learning environment.

If any part of this message resonates with you, I encourage you to take a closer look at the current policies your institution has in place.

  • If your online school has no faculty standards, now may be the time to begin a conversation — not just about policy, but about the training, development, and support required to uplift instructional quality.
  • If your institution does have standards, I invite you to compare them to those I’ve outlined here. Do they address the full range of teaching behaviors that contribute to meaningful student engagement? Do they reflect the kind of faculty presence, accountability, and care that students deserve?

When we hold instructors to high standards — and support them in meeting those expectations — we don’t just improve faculty performance. We create classrooms that model excellence for students to follow. We create consistency, integrity, and trust in every learning experience. And that’s how we serve both students and the future of education.

About Dr. Bruce A. Johnson

Dr. Bruce A. Johnson is an educator, author, and scholar-practitioner with over 35 years of experience in teaching and training adults. He is a visionary leader in curriculum development, distance learning, mindset development, and higher education, with three published books and hundreds of articles that inspire and empower educators worldwide.

Discover more at Dr. J’s Books or connect on Twitter and Instagram.

/by

Transform Your Online Teaching with 5 Learner-Centered Strategies

, , , ,

Why do you aspire to teach—or continue teaching—online classes? This is a question I reflected on throughout my career, using it as a tool for self-assessment to ensure I’m growing and adapting as the needs of learners evolve. While technology and classroom tools have advanced significantly, certain foundational learner needs have remained steadfast.

For instance, learners still need to know their instructor is present, engaged, and accessible. This seems like a simple requirement, yet I’ve seen many instructors approach their online classes with a detached routine, logging in only when absolutely necessary. Do learners notice this lack of engagement? Absolutely. They not only notice but also long for deeper interaction. When this pattern persists across instructors, learners may come to expect minimal engagement as the norm, shaping their perception of the online school, and worse, online education in general.

Yet who is responsible for creating a nurturing and welcoming online classroom? The answer, of course, is the instructor. Even in courses with fully designed content already provided, it is the instructor’s active presence that breathes life into the learning experience. By modeling best practices and implementing learner-centered strategies, instructors can transform a static course into an interactive, enriching environment.

The strategies that follow are the result of years of practice, reflection, and adaptation to meet learners’ needs. They encompass more than just being “visible” in the classroom—they extend to every interaction, from discussion posts to emails. Every response, every comment, every effort to connect with learners is an opportunity to teach and engage.

As you read on, consider how the strategies I’ve developed may help you refine your own instructional practice while reigniting your sense of purpose as an online educator.

Words Hold Power: Communicating with Care

Every word an online instructor writes, posts, or sends carries weight. It’s not about living in fear of saying the wrong thing; rather, it’s about embracing the responsibility of being composed, empathetic, and intentional in every interaction. Behind every written assignment, discussion post, or email is a real person—a learner with hopes, dreams, and fears. The words they choose may not always reflect their best intentions, but as an instructor, your role is to look beyond the surface and understand the meaning, intent, or questions being posed.

Responding thoughtfully requires more than just providing an answer. It involves acknowledging the well-being of the individual behind the words, even when the message feels unclear, evokes a negative emotional reaction, or leaves you wanting further clarification. Your ability to remain neutral, composed, and empathetic in these moments is essential, as the words you use hold tremendous power. Once written, posted, or sent, they cannot be taken back.

To communicate with care:

  • Pause before responding and reflect on your tone and intent.
  • Avoid reacting in the heat of the moment—draft your response and revisit it with a clear mind.
  • Always prioritize the learner’s growth and emotional safety, even in difficult conversations.

When you approach every interaction from an emotionally calm state, your communication becomes more effective, fostering trust and reducing stress for both you and your learners.

The Absence of Direct Contact: Humanizing Online Teaching

In a traditional classroom, an instructor’s physical presence is unmistakable. Whether they approach the class with excitement about what they can teach or simply focus on completing the required tasks, learners experience their presence firsthand through the senses. This dynamic, in-person interaction naturally creates a sense of connection and engagement.

In an online classroom, however, the experience is mediated entirely through the learning management system (LMS). While technology has made significant strides in interactivity over the years, the online environment can still feel static—a space filled with modules, forums, threads, posts, and tasks rather than the dynamic energy of a person moving around and engaging with learners in real time.

This absence of direct contact presents a unique challenge for online instructors: How can you create a sense of presence when you aren’t physically present? Online teaching isn’t just about managing the mechanics of the LMS or completing required tasks—it’s about finding ways to humanize the learning experience. By bringing authenticity, empathy, and intentional engagement into every interaction, instructors can bridge the gap between the virtual and the personal, ensuring learners feel seen, supported, and valued.

Are You Prioritizing Your Time? What Matters Most in Your Online Class?

Ask any faculty member about their greatest challenge, and they’ll likely tell you it’s time—or the lack of it. This is especially true for adjunct instructors, who may also work full time and/or teach for multiple online schools. The reality is that managing an online class requires a significant time investment, regardless of employment status. Having worked in both part-time and full-time roles throughout my career, I understand how demanding these responsibilities can be. From facilitating weekly discussions to the most time-consuming task of all—providing substantive and meaningful feedback—there’s always more to do than there seems to be time for.

Engaging deeply in discussions and offering personalized, detailed feedback can easily consume the bulk of an instructor’s week. This is why many instructors rely on canned responses, minimal comments, and/or built-in rubrics for grading. In schools where instructor participation in discussions is required, general or surface-level responses often become the norm. And in institutions where discussion participation is optional, instructors who choose not to engage miss an opportunity to provide additional learning and feedback. While these approaches may save time from the instructor’s perspective, they often fall short in fostering the kind of engagement that leads to meaningful learning. More importantly, students may perceive a lack of instructor involvement as disengagement, causing them to mirror that same level of participation in return.

So, I return to the question posed at the beginning of this article: Why do you continue to teach? If your reason is rooted in a passion for helping adults learn, then prioritizing time for deep engagement with students becomes essential. If your motivation lies elsewhere, consider what students experience when they interact with you. From my experience, adult learners thrive when their instructors take the time to provide thoughtful feedback and contribute meaningfully to discussions. This intentional effort transforms online teaching from a series of tasks into a truly rewarding and impactful experience.

Discover 5 Essential Learner-Centered Strategies for Online Instructors

Over the years, I’ve developed strategies through my own practice and my work in faculty development. These strategies aren’t about adding extra tasks to your workload—they’re about transforming your current instructional approach into one that fosters engagement and growth. Whether you’re familiar with some of these methods or looking to try something new, the focus remains on one key goal: creating an environment where learners feel encouraged, supported, and motivated to succeed.

Essential Strategy #1: Encourage Learners to Become Involved

Fostering involvement in a virtual environment can be challenging when you can’t see learners’ reactions or gauge their comprehension of the subject. Start by replying to each learner’s discussion post at least once during the week to acknowledge their perspectives and viewpoints. Use Socratic questioning to deepen the conversation, especially for those who may be hesitant to participate. For learners who miss discussion deadlines, consider reaching out to re-engage them—this simple act can make a significant difference.

Essential Strategy #2: Offer Reassurance and Reinforcement

For many learners, feedback is a source of anxiety. They may come to expect short, impersonal comments or a focus on what they’ve done wrong. While addressing areas for improvement is necessary, your feedback must also provide reassurance and positive reinforcement if it is to become effective and help them grow academically. Learners need to know that resources and support are available to help them succeed.

Providing encouraging feedback also requires empathy and a growth mindset on your part, especially when working with learners who seem resistant to change. As educators, these moments challenge us to develop new methods of outreach and connection, helping both learners and ourselves grow. When learners accept your assistance, and they follow the guidance provided, it can be rewarding to watch them grow.

Essential Strategy #3: Be Highly Present and Engaged

Checking in occasionally may meet the minimum faculty requirements, but creating a strong presence goes beyond logging in. Being highly engaged means finding innovative ways to connect with learners. For example, using videos can supplement your presence by conveying warmth and empathy in ways that written messages cannot.

I have used videos to share reminders, provide feedback, and enhance the learning experience—not as a replacement for engagement but as a complement. In addition, I actively participated in discussions, responded thoughtfully to messages, and crafted feedback as teachable moments. When learners see your visible presence and effort, they are encouraged to engage more fully in the course because they see you modeling that behavior.

Essential Strategy #4: Share Your Knowledge and Insight

In courses where content is already developed, some instructors may feel their ability to teach is limited. However, the true role of an instructor is to bring the curriculum to life. Even in structured environments, there are countless opportunities to share knowledge, provide relevant examples, and pose thought-provoking questions that encourage deeper reflection.

From my experience, engaging with learners as they connect course concepts to their own experiences is one of the most professionally rewarding aspects of teaching. Whether students grasp the material quickly or struggle with it, every interaction presents an opportunity for both teaching and learning. Their diverse perspectives and insights not only enhance their own understanding but also contribute to a richer learning experience for the entire class.

However, drawing out those valuable insights often requires meaningful interactions between the instructor and students. In most cases, deeper engagement emerges when an instructor actively participates in discussions—offering their own expertise, posing follow-up questions, and fostering intellectual discourse. Simply requiring students to post an initial response isn’t enough to create dynamic discussions; the instructor’s involvement is critical in transforming online conversations into engaging and thought-provoking exchanges.

Essential Strategy #5: Pay Attention to What Learners Need

One of the mindset tune-up strategies I used while teaching online was preparing myself for the start of each new course. At that time, I would remind myself that my time with learners was limited, and I needed to make the most of it. From the very first week, I focused on understanding their academic strengths and areas for development by carefully observing their progress.

Personalizing feedback and recommending resources tailored to individual needs shows learners that you’re paying attention and invested in their success. This approach shifts the focus from seeing names on a roster to recognizing individuals with unique goals and challenges. When learners feel seen and supported, they are more likely to engage with feedback and take meaningful steps toward improvement.

By implementing these strategies, you can humanize the online learning experience and create a truly learner-centered classroom. A dynamic and engaging environment not only fosters academic growth but also inspires learners to thrive.

From Tasks to Transformation: A Learner-Centered Approach

It’s natural for educators to feel apprehensive about the demands of teaching, especially when managing a heavy class load. Looking ahead at the tasks to be completed, it’s easy to become overwhelmed. Over time, I’ve realized that this perspective—focusing solely on my own workload and how I’ll cope—is not where my energy should be directed. This isn’t to say self-care and downtime aren’t important; they are essential. But as an educator, my first priority must always be the learners who are relying on me to show up and engage meaningfully in their academic journey.

Being truly learner-centered starts with preparation. It means creating the space and time to fully dedicate myself to my teaching responsibilities. When I worked as an adjunct, I ensured I wasn’t overextending myself by taking on too many schools at once. As a full-time educator, I remained committed to being available—even outside of traditional work hours—for those learners who were frustrated, concerned, or simply in need of guidance.

The educators I remember most were those who engaged deeply in the classroom and showed a genuine interest in my growth. That’s the kind of educator I always worked to be and remain, no matter how many years passed. I’m humbled by the knowledge that my learners’ success was intertwined with my dedication to their journey.

At the heart of every learner-centered classroom is an educator who truly cares—someone willing to invest the time and effort needed to nurture each learner’s progress. When we shift our focus from job duties and time constraints to the individual hopes, dreams, and ambitions of our learners, online teaching is transformed. This requires time and dedication on your part.

Remember: Your classroom is a collection of individuals, each with untapped potential. See them for who they are, honor their aspirations, and guide them with care. In doing so, you’ll create a learning environment where transformation is possible—one adult learner at a time.

About Dr. Bruce A. Johnson

Dr. Bruce A. Johnson is an educator, author, and scholar-practitioner with over 35 years of experience in teaching and training adults. He is a visionary leader in curriculum development, distance learning, mindset development, and higher education, with three published books and hundreds of articles that inspire and empower educators worldwide.

Discover more at Dr. J’s Books or connect on Twitter and Instagram.

Come join Dr. J’s group, Motivation for Transformation:

Any time of the day, visit this group to find your source of motivation, to be inspired and more importantly, have your mindset transformed: Motivation for Transformation

/by

Nurturing Student Growth: One Interaction at a Time

, ,

The field of distance learning continues to evolve, not just from a technological perspective, but also by the mode of delivery for online classes. When this field was first developing in the early 2000s, one of the primary concerns was related to the ability of this form of teaching to replicate traditional classroom learning.

Over time most online schools included some form of instructor-to-student interaction as part of the curriculum, typically through asynchronous discussions, thereby making it possible for students to still experience many similar elements of a traditional classroom. If there were still any lingering doubts left today about an ability to learn effectively in a virtual environment, the pandemic has helped to eliminate them.

The ongoing evolution within the field of distance learning has been the development of competency-based education, or learning specific skills and competencies to meet course-specific objectives. This is changing the field of higher education, specifically courses and curriculum.

What are highlights of these competency-based programs?

The following are generalizations of the competency-based programs I observed to date.

A. There is no discourse built into the courses. Students are taking self-paced courses, similar to correspondence-style courses from the 1970s.

B. There are no daily or weekly interactions required between instructors and students, which means there is never an opportunity for instructors to engage students with Socratic questioning.

C. The lack of instructor-to-student interactions also eliminates the power of words that traditional online instructors can utilize daily and/or weekly. Traditional online instructors have an opportunity to motivate and encourage students through the power of their words.

While there are going to be some students who are well-suited for this mode of learning, the human element of learning can still be transformative for all students who are able to interact with an instructor on a regular basis, especially when an instructor is highly engaged in the learning process. That may be missing from a competency-based course.

The traditional online classroom, with mandatory instructor-to-student interactions, requires an instructor to be present, available, and responsive to the needs of their students. It is possible for an instructor to be minimally present and only when contractually obligated to do so; however, schools and students expect much more from instructors, and minimal engagement is rarely tolerated. This puts the onus on instructors to learn to become highly effective within a virtual environment, interacting with students they cannot see, while communicating primarily through non-verbal classroom messages and posts.

Which is most effective for learning? Perhaps you’ll find out as you learn from my 18+ years of experience in the field of higher education and distance learning. I’ll also share some strategies for helping you, as an online instructor, enhance your interactions with students.

Why the Need for an Instructor?

Consider the student who can memorize information long enough to pass a test, or grasp information well-enough to write a paper sufficient enough to be evaluated by a grader. From a cognitive perspective, you can ask: Has there been enough interactivity involved to cause information to become knowledge, and more importantly, has there been enough interactivity involved to cause knowledge to be transferred from short-term to long-term memory? These are the questions I ask of anyone who is developing a course, regardless of the modality of the course. As a curriculum author I have to ensure students will not just be completing busywork, and instead, complete authentic tasks which lead to cognitive development and retention of knowledge. Tasks must also be applicable and relevant to the real world, which an instructor can help promote through direct interactions.

When students are involved in a classroom environment, be it online or a traditional on-ground campus, they are provided with an opportunity to discuss course concepts or interact with the information studied in greater depth. This makes the learning process transformative, as it helps to build the neural pathways necessary for long-term retention of the knowledge. The reason why is the added context provided through discourse, which transforms information into usable and relevant knowledge, to be used now, stored in long-term memory, and called upon later. The most essential element of class discussions, the person guiding the ongoing discourse, is the instructor.

Developing a Competency versus Learning and Acquiring Knowledge

I can begin this analysis from the perspective of the student and focus first on the reason why they are enrolled in a degree program. For most online students, who are often referred to as non-traditional students, they have a specific goal or purpose in mind. In other words, they are not just enrolled for exploratory purposes. They are either seeking to advance their career, change careers, continue with their professional development, or gain career-specific knowledge to specialize in their career field. The expectation is they will be able to graduate from the program and immediately apply what was learned to their career, for whatever the initial purpose or reason was for enrolling.

For online schools that are strictly competency-based, and offer no required instructor-to-student interactions, the expectation is that by the end of a “course” the students will have demonstrated mastery of a competency. This mastery could be demonstrated via a score on an exam, a written paper, or a combination of the two. Within this structure, students may not be required to read the materials provided, and only are encouraged to so if they are unable to achieve a passing score on an exam or paper. The question becomes: If there were no direct interactions with an experienced instructor required, and a student is only required to pass with a satisfactory exam or written paper score, has learning occurred?

The answer to the question, as provided by the online institutions offering competency-based programs only, is this: Students have demonstrated mastery of a competency at the end of a “course”. My question is this: If studying isn’t required, then how has a student actually learned? I understand a student can memorize information or write about a topic they are already familiar with, but isn’t this like the correspondence-style courses which predated online programs? This is similar to someone picking up an instruction book or set of instructions for installing a new piece of equipment. They can acquire the information necessary to complete the required tasks long enough to do it, but will they retain the information for the long-term, and has learning occurred? This is why the role of curriculum development becomes vital to the success of these courses, as to whether or not students actually learn while mastering competencies.

I still believe learning requires context and discourse, in order for it to become knowledge, as neural pathways are created and knowledge is stored in long-term memory. Anyone can read or write, but understanding what it is you are reading and writing, and putting it into a context you can understand and apply, is the transformative part of learning. This is why I still believe an instructor is necessary to guide discourse and help create an environment necessary for context to occur. This is what I have done with my online classes for over 18 years, and I’ve seen the outcome with students, especially when they can immediately apply specific topics to their career. I’ve observed students learn, as a result of their interactions within the classroom, through online class discussions.

How to Nurture Student Growth: One Interaction at a Time

To help your students learn, as an instructor within an online classroom environment, there are specific strategies you can implement. The following is a summary of some of the most effective strategies I’ve developed, and I’ve utilized the acronym INTERACT to help present them to you.

Individualized Attention: Whenever you have an opportunity to interact with students, try to see them individually. What I mean is to view each one of them sitting in a classroom, or coming to Office Hours, and providing them with personalized attention. I remind myself of this every time a new term starts and I take time to read every student’s introduction. I want to remember some detail about each one so I continue to view them each as a person.

Needs-Based Focus: As an instructor, you are provided with an opportunity to be more than a grader. What do I mean by this statement? You are able to interact in a much more direct and engaging manner, and by doing so, you are learning about their academic needs. This allows you to recommend resources based upon their needs, and share your recommendations in a conversational manner, as you develop productive relationships with them. As another example, I develop instructional videos each week to help students learn, and I am present in those videos to help reinforce my connection with them.

Transformative Discussions: At the heart of a typical, and traditional, online classroom is the discussion. What makes a discussion transformative for students is the involvement of an instructor, when they are able to engage students in discourse and prompt their intellectual curiosity. This requires more than acknowledging something the students have written, and instead, it requires providing context. I use a scaffolding approach to the development of my discussion responses. I also use Socratic questioning, and ensure I conclude with a question, to help extend the conversation.

Evaluate for Development: As an assigned instructor, you get to learn about your students and their academic development. When you provide feedback for learning activities, which are typically discussions and written assignments, your role is usually more than that of a grader. By knowing how your students are progressing, you can address their developmental needs with personalized feedback that helps to guide their ongoing academic achievement.

Respond Patiently and Appropriately: Most online instructors are aware of the growing impatience among younger students, as to having to wait for a response to their questions. It is understandable that when a student feels stuck, needs assistance, and/or finally decides to ask for help, they don’t want to wait days for a response. Then when you read the message and find the tone isn’t proper, your natural reaction might not be the best. That’s the time to take a break. Regardless of the student’s demeanor, you must always be patient and willing to help in a kind and caring manner.

Allow Time for Accessibility: One of the most important lessons I’ve learned as an online instructor is the need to be accessible and available for students. I’ve found students will often mirror my level of engagement in the classroom, especially within the class discussions. If I were to be available and present only when contractually required, students might perceive I don’t care that much about the course. I also make certain to provide Office Hours during times when students are likely working and need my assistance, so they know there is someone readily available to support them.

Communicate with a Proper Tone: An online classroom environment is not always the easiest type of classroom to communicate in, as you are relying primarily upon messages to convey everything you have to state. If you aren’t careful about how you develop your messages, and the perceived tone of the messages, students may stop communicating with you or disengage from the course. If you are newer to a virtual environment, one method I recommend is reading your messages aloud prior to sending it. You can also create your messages in a Word document first, to ensure there is proper academic writing and a proper tone, prior to sending them.

Teach in Every Interaction: As an instructor, you have an ability to use interactions with students as teaching moments. When you respond to questions, reply to discussion posts, or provide feedback, you have an opportunity to teach through the power of your example. Whether you are sharing your subject matter expertise, providing context, offering insight, or suggesting academic resources, consider how you can use those interactions to engage with students and teach.

An Instructor is the Heart of the Classroom

There’s no question the field of higher education, and more specifically distance learning, is evolving. The model of an online class, with a specified number of weeks, weekly discussions, required weekly learning activities, and an assigned instructor, is becoming replaced by competency-based programs which may not have mandated interactions with instructors.

While I understand the basis of demonstrating competencies, and the purpose it is meant to align with, I question whether or not it is returning to the days of correspondence-style courses. The type of learning I still believe is most effective, is based upon interactions, discourse, and context, which helps promote the long-term retention of knowledge. I believe many students need the support, encouragement, and assistance of an instructor, to successfully work and thrive in a virtual environment. If you, as the instructor, take the time necessary to create conditions that engage students in the learning process, you become the heart of the online classroom.

Your students will find learning transformative, not just as a result of what they learned, but also as a result of the interactions which encouraged them and brought out their very best performance. Truly transformative learning occurs first because of the contextual connections made with the information studied, and then the discourse developed by an instructor. Transformative learning also takes place because of relational connections made, with an instructor who brings a classroom to life through active and responsive engagement in the course.

About Dr. Johnson

Dr. Bruce A. Johnson has 35 years of experience teaching and training adults. The first half of his career was spent in the field of Corporate Training and Development, with his last role as Manager of Training and Development.

Then in 2005, he made a transition into the field of distance learning. Over the past 19 years, he has been an online instructor, Faculty Development Specialist, Faculty Director, Faculty Development Manager, and Dissertation Chair.

Dr. Johnson is also an inspirational author, writer, and educator. His life mission is to teach, mentor, write, and inspire others. He has earned a PhD in Postsecondary and Adult Education, a Certificate in Training and Performance Improvement (TPI), a Master’s in Adult Education, and a Master of Business Administration (MBA).

As a scholar practitioner, Dr. J was published in a scholarly journal, and he has been a featured presenter at an international distance learning conference, along with presenting at three faculty conferences. He has also published over 230 online articles about adult learning, higher education, distance learning, online teaching, and mindset development. Dr. J published three books related to higher education, including two about online teaching.

Getting Down to Business: A Handbook for Faculty Who Teach Business.

Transform Adult Education: Expert Teaching Strategies for Educators.

Transform Online Teaching: Expert Strategies and Essential Resources Every Educator Needs.

Come join Dr. J’s group, Motivation for Transformation:

• Any time of the day, visit this group to find your source of motivation, to be inspired and more importantly, have your mindset transformed: Motivation for Transformation

Dr. J offers transformative resources:

Please visit Dr. J’s Books page on his website: Dr. J’s Books

You can also find Dr. J on the following social media sites:  Instagram

/by

Here’s Why Kindness is Vital to Online Teaching

, ,

When you think about what it takes to be an effective online instructor, you may consider how to efficiently complete the many duties required each week. This would be a normal response as the online instructor is task-driven. From a purely classroom management perspective, there are always questions to answer, papers to evaluate, discussions to be involved in, timelines to meet, and so. Beyond the typical duties, an instructor will find themselves nurturing the developmental learning abilities of their students, and stimulate their intellectual curiosity. To be highly effective in the online environment, the instructor must have basic qualities, such as empathy and emotional intelligence. These are the qualities that are responsible for helping an instructor respond to conditions in the most appropriate manner.

Then there needs to be a quality or characteristic of an online instructor that is not dependent upon conditions, a basic human trait which can be applied to all situations. I believe that characteristic is kindness, which is an ability to have a positive disposition with all those you interact with each day. It’s a state of mind that has a direct impact on how you feel and perform, just as it does for your students when they interact with you. It’s also directly related to another quality I recommend every instructor demonstrate for their students, and that’s showing appreciation for them. But being kind should become an automatic response to everyone encountered, no matter how nice or aggressive their initial tone may be. If this isn’t a natural state of mind for your now, it is possible to cultivate it through intentional practice.

Kindness in a World of Strong Emotions

I’ve chosen to focus on kindness as we all need a reminder from time-to-time about the importance of our basic humanity, especially when this is a time when it is so easy to experience strong emotions from events of the world around us. I have found within my online teaching practice now, more than ever, there are pre-conceived ideas about who I am, what I will be like, and what it will be like to work with me. This is all based upon my photo and introduction, which clearly shows my race, gives an indication of my age (likely older vs. younger), and possible sexual orientation (there is no mention of a wife and children).

I am also sensing an immediate hesitation among certain ethnic groups to work with me, believing I will not be open-minded. Or I may be automatically viewed as “one of them” because of my race. This is very different than when I first began teaching online over 18 years ago. Those who are willing to speak with me find themselves surprised that I can be very easy to talk to, get along with, and always accepting of others. I rely upon a basic act of kindness to begin with, which I believe every person is entitled to, regardless of how strongly their initial words may be. I know the learning process can be challenging for some, and the simple act of kindness can go a long way towards helping someone overcome their frustrations and begin to listen to the advice being offered.

Is Kindness Always Reciprocated?

I believe we know the answer to that question and it is a resounding no, and I never make my approach to working with students based upon a condition they must act the same way in return. While I do expect a level of professionalism and respect, in accordance with school policies for student conduct, I know that basic kindness is not always going to be a natural response for some students. In fact, if a student does not receive the grade or outcome they expected, believed they earned, or thought they were entitled to, they may act in every manner but kind. This is when I will continue to show not only kindness towards them, but empathy as well.

I’ve found there is an interesting reaction to my approach which has occurred over the past couple of years by students. I can be as caring and understanding as I possibly am able to be, listen to the student as they continue to explain why they were owed a perfect score, and yet some of them will not back down unless they receive the perfect score sought. It doesn’t matter if I try to explain the learning process to them, offer to spend time one-on-one with them, or any other strategy to help them from a developmental perspective, if they do not receive what was expected, I become their enemy.

This is frustrating for me as I know it shows up on the end-of-course evaluation, one metric used to evaluate my position. There will likely be comments written in retaliation, and a low rating score given. Then I’ll find myself having to explain why these comments were written, regardless of how many positive comments were received. There’s only one way to prevent this from happening, and it’s to grade without giving proper consideration to the scoring rubric. But to me, that is not the best approach and it is a disservice to the students in the long-term, from a developmental perspective.

Cultivating Kindness

Regardless of how I believe students may perceive me, or the disposition they may hold when I interact with them, I always want to be kind while communicating with them. The characteristic of kindness is a form of caring, and it is applied equally to all students. It’s also a form of patience, and when you make it part of your disposition, it helps create a measured reaction to classroom circumstances. The following strategies can help you cultivate this important quality.

Keep an Open Mind: Within an online classroom it can be easy to pre-assess a student simply by their name, which is the first visual clue an instructor has about them. But this is where a self-check is needed, a reminder to be open-minded and conscious of any filters that may interrupt your ability to be kind. What you want is to approach any student, in any situation, and be able to listen while expressing your support. You must be a role model for your students and demonstrate that you’ve created an inclusive and safe learning environment for all of them.

Invest in Direct Communication: The idea of speaking directly with students may seem to be something they would not want, and a commitment of time you do not have to offer. While both may be true to a certain degree, I’ve found that speaking with students, those who are willing to communicate with me directly, offers incredible value. I provide office hours that includes weekdays, weeknights, and one weekend day. When a student calls, I have an opportunity to start the call with a warm welcome and immediately set a welcoming disposition. No matter how the student feels, my goal is to make certain they understand I want to help them.

Never Respond When Strong Emotions are Felt: There will always be situations in which a student is going to send a message and use improper communication techniques. If you feel a strong emotional reaction in any manner, this is not the time to respond. You must give yourself time to find your sense of balance, so that you can approach the student in a kind and calming manner. If the student were to contact you direct, and they are extremely upset, do your best to remain calm. If you find the student will not change their tone, the best suggestion might be to ask them if you can look into the matter and respond back by a specified date.

Develop Kindness in all Communication: There are cues you can insert into your communication to demonstrate your ability to have a kind and caring disposition. Take for instance an email you’ve received and it is addressed only to your first name. Now consider the same email and it is addressed to your first name; however, there is the word “Hello” inserted before your first name. Can you tell the perceived difference in the tone of the two messages? The second message gives an impression the sender is starting the message in a much more open and inviting manner. The first message sounds much less personable. The same holds true for classroom posts, especially discussion posts. The manner in which you word your messages and posts can create an impression of what it might be to interact with you.

Don’t Mistake Kindness for Leniency

One of the challenges for being perceived as someone who can be easier to get along with is it can be mistaken for someone who is also lenient when it comes to due dates and missed work. What I’ve found is I can maintain a balance between a caring individual as a personality, and still be strict when it comes to upholding academic policies. I always keep in mind my students are people too, which means I recognize the fact with online students they are often non-traditional learners and have other responsibilities. Many of my students have pressures from life beyond their classwork, and they need someone to care about how well they are doing, is able to support their growth and development, and be patient with them. If you can develop a disposition that puts students at ease, you are going to find yourself approaching your work with much more enjoyment, and they in turn will soon discover how much you care about them.

About Dr. Johnson

Dr. Bruce A. Johnson has been teaching and training adults since 1982. From 1982 to 2005 he worked in the field of training and development, with his last full-time role as Manager of Training and Development. Since 2005, Dr. Johnson has been working in the field of distance learning, with roles including online educator, Faculty Development Manager, Core Faculty, Dissertation Chair and Committee Member, and Faculty Development Specialist. He also worked part-time for many years as a Human Performance Improvement Consultant. 

Dr. Johnson is an inspirational author, writer, and educator. His life mission is to teach, mentor, write, and inspire others. He has earned a PhD in Postsecondary and Adult Education, a Certificate in Training and Performance Improvement (TPI), a Master’s in Adult Education, and a Master of Business Administration (MBA).

As a scholar practitioner, Dr. J was published in a scholarly journal, and he has been a featured presenter at an international distance learning conference. He has published three books related to higher education, including two about online teaching. Dr. J has also published over 230 online articles about adult learning, higher education, distance learning, online teaching, and mindset development.

Come join Dr. J’s new group, Motivation for Transformation:

Any time of the day, visit this group to find your source of motivation, to be inspired and more importantly, have your mindset transformed: https://www.linkedin.com/groups/9108352/

Dr. J offers transformative resources

Please visit the Books page and Store page for more details.

You can also find Dr. J on the following social media sites:

• Instagram

       

/by

Help Students Believe They Can Succeed

, , ,

When someone decides to pursue their academic goals, the role of an online educator becomes more important than ever. A student needs more than a well-developed set of academic skills to sustain their progress. They could benefit from a well-defined set of beliefs about their ability to succeed. It is their instructor, the one who interacts with them through discussions, feedback, and classroom messages, who can help develop and nurture those beliefs.

To help your students develop a positive belief system, you must first understand your own beliefs about them. This means you must become aware of your own biases and anything which may interfere with the interactions you have with them. Then you must be willing to become neutral, despite any inclination you may have towards one particular view or another, and remain bias-free within the classroom. This will allow you to engage with your students about their academic progress, ascertain how you can provide guidance, and offer supportive direction which helps them develop positive beliefs. This is more challenging than it sounds, and definitely needed for students.

What an Instructor Believes About Students

It is likely you have beliefs now about the events which occurred throughout the past two years, and possibly very strong emotional feelings related to those beliefs. You may not realize how those beliefs have created biases or influenced your worldview. What matters most is your internalized belief system about students who are assigned to your classes. The following are a list of questions I use as a means of self-assessment at the start of a new class. Perhaps this will be a helpful resource for you as well.

What do I assume about students and their level of academic preparedness at the beginning of class?

What do I assume about students and their level of self-motivation at the beginning of class?

What do I assume about students and their ability to manage time at the beginning of class?

Do I hold any biases about students at the start of class, based upon their names, photos, or descriptions within their written introduction?

What an Instructor Perceives About Students

The belief system of an instructor extends beyond a worldview and biases. It also includes any perceptions and reactions you may hold and feel about learners and their requests. This is especially important as I’m finding learners are questioning their ability to succeed more than ever now, and I have to be able to understand my perceptions about their abilities. I also need to understand how I’m going to react when learners approach me with their emotional requests. The following questions are those I use to help myself better prepare for class, and perhaps this will help you as well.

Do I perceive students to be self-sufficient when they ask for help, and have valid reasons for needing my assistance, or do I perceive a request for help as something they should work out on their own?

Do I believe I can help my students by offering my time, or do I believe this is unnecessary hand-holding?

How am I prepared to address a student who feels overwhelmed, exhausted, and/or ready to give up, or do I believe this is beyond the scope of my job duties?

Do I have the disposition necessary to interact with those students who are feeling emotional?

What you believe about your students comes through with every interaction, whether it is a discussion post, feedback, email, or classroom message. There is a perceived tone which is evident in the word choice, whether or not you are aware of it. Consider the following question as a means of assessing how you view the potential of your students.

What words would you use as a general description of your students, from your observation of their ability to be successful in your class?

The answer you write will provide clues as to what you believe about your students.

There is no question every instructor is going to have a class with students who are struggling, along with students who are excelling. However, the word choice used for the question above will be in direct relation to your belief system. For example, I use words in my answer which include potential, capacity, capability, resilience, determination, and hopeful. I have learned how powerful my thoughts become when I am thinking about the students in my class, and I want to always use positive words to describe them, no matter how challenged I may feel at times to assist them.

What an Instructor Believes About Their Role

The final element of your belief system I would like for you to consider has to do with your role and how you view your tasks as an instructor. This is an extremely important element of your belief system, as it can have a positive or negative impact on all aspects of how you think and feel about your students. The following questions are those I ask of myself, especially during a busy class term, when there are many tasks I must complete. Perhaps these questions will help you as well with your own self-assessment.

What words do you use to describe your role as an instructor in the class? For example, are you a teacher who dispenses information, a facilitator who grades papers, an instructor who completes required tasks, or an educator who has many more duties?

Do you approach your instruction with ease each day you are in the classroom, or do you always feel a sense of anxiety because of never seeming to have enough time and too many requests from your students?

Here’s How to Help Students Believe They Can Succeed

This is what I ask of all educators, and it includes myself, during a time of strong emotional reactions and fears which can undermine the belief systems our students need to become successful and complete the course requirements. We, as educators, are uniquely positioned to pay attention to how our students are adapting to the classroom environment and meeting the weekly requirements, or we can simply check in and complete our weekly tasks, hoping our students somehow get through it.

As educators, we must be a source of strength and inspiration, setting aside any sense of affiliation, bias, or other preconceived ideals we hold, and create a safe space for learning to occur. When this happens within a classroom, when we are engaged in a manner which prompts learning and supports students during times when they are struggling, the result is transformative for them and for us. The following are strategies you can use to help nurture positive beliefs within your students.

Become a Champion Influencer: The length of a term may not provide enough time for you to get to know your students and the beliefs they hold to any significant extent. However, there will be clues which will become evident as you interact with them. For example, I can pick up on certain words used in their messages to me, along with the tone of their messages. It doesn’t take much to develop a sense about the student when they send a message and state they are uncertain about completing the required assignment that week, or details about their life and the challenges faced.

You are not required to offer personal advice, or take the role of a professional counselor. But what you can do is to reply and interject positive words, or words which help to influence them in a manner which supports their ongoing development and belief system. You may be the only one who interacts with them and gives them something supportive to hear or read, which makes you their champion influencer. When you can instill this sense of hope within your students, you help uplift their sense of self-motivation. This may be all they need to persist, as they continue to work on the next class assignment or task.

Teach Your Learners About Self-Development: For many students, especially non-traditional online learners, they hold negative beliefs about their ability to learn. Perhaps they waited several years between degrees before going back to school, they feel age is working against them, they perceive writing to be a significant deficit which can never be overcome, or any other number of negative beliefs. When I pick up on clues related to any of these negative beliefs, I attempt to engage these students in a conversation about self-development, and the potential or capacity for learning at any age.

What I’ve discovered is the beliefs I’ve shared above are typically related to self-limiting fears. How I help students overcome these types of beliefs is through the use of encouraging feedback. After an attempt to conduct an initial conversation with a student who I believe has this belief, I will be certain to note in the feedback each week how much progress has been made, to reinforce the message learning can and does occur. Whatever you can do to support your students, and teach them about their ability to learn, will help to support the development of a positive belief system. This can be accomplished through the words you use, whether in your communication, discussions, or feedback.

Try to See Your Learners as Individuals: As an online educator, I know it can become easy to “see” a class as a collective, rather than from an individual perspective. For example, you may tell a colleague you have a class full of challenging students. In contrast, it may become easy to judge students strictly by their names and photos, if they have elected to include one in their online profile. This is the primary manner in which you get to know your students as you log onto the classroom. Yet this is only a surface-level perspective and one which can create unintentional biases. This is also why it is important to examine what you believe and become an educator who gets to know students as individuals.

When you “see” or get to know your students as individuals, you then are better positioned to work with their developmental needs. You will have established a mindset focused on what they need to become successful, rather than viewing the class as a group to be managed. From an individualized perspective you can now watch their progress, from week to week, and gradually come to know what is working well for them, and what resources you can recommend to help support their developmental needs. You will also be establishing a productive working relationship with your students, and by doing so, you can encourage them to continue to try, learn, improve, and nurture their growth mindset.

What Learners Believe Matters

When students join your class, they each have a belief structure in place. What they believe may be effectively supporting them and their efforts in class, or it may be undermining their best intentions. You may not know until they have been making an attempt to complete course requirements and begun to interact with you through discussions and messages. No matter what your students believe, it matters as these are unspoken but well-grounded principles which are not easily changed. The belief systems each student establishes is usually the product of time and a result of many life experiences, and you may never know the origins of these beliefs either. But the impact will be felt on every attempt made and with the attitude, disposition, and actions taken.

Even a student with the most supportive set of beliefs may be challenged because of what they read or hear in the daily news, and allow negative language or thought patterns to filter into their mindset. This is where we, as educators, have an ability to help them overcome any doubts, fears, or questions they may have as they attempt to complete their academic goals. I want for us, as educators, to be more aware than ever of the need to create a nurturing and supportive environment for students, and be understanding of what they are experiencing. If we can teach them the power of their capacity to learn and grow, even during a time when life seems to be the most challenging, then they will realize more than ever the transformative power of education. When we are able to uplift our students, and teach them how to sustain positive beliefs, we are helping to instill a sense of hope within them.

About Dr. Johnson

Dr. Bruce A. Johnson has 35 years of experience teaching and training adults. The first half of his career was spent in the field of Corporate Training and Development, with his last role as Manager of Training and Development.

Then in 2005, he made a transition into the field of distance learning. Over the past 18 years, he has been an online instructor, Faculty Development Specialist, Faculty Director, Faculty Development Manager, and Dissertation Chair.

Dr. Johnson is also an inspirational author, writer, and educator. His life mission is to teach, mentor, write, and inspire others. He has earned a PhD in Postsecondary and Adult Education, a Certificate in Training and Performance Improvement (TPI), a Master’s in Adult Education, and a Master of Business Administration (MBA).

As a scholar practitioner, Dr. J was published in a scholarly journal, and he has been a featured presenter at an international distance learning conference, along with presenting at three faculty conferences. He has also published over 230 online articles about adult learning, higher education, distance learning, online teaching, and mindset development. Dr. J published three books related to higher education, including two about online teaching.

Getting Down to Business: A Handbook for Faculty Who Teach Business.

Transform Adult Education: Expert Teaching Strategies for Educators.

Transform Online Teaching: Expert Strategies and Essential Resources Every Educator Needs.

Come join Dr. J’s new group, Motivation for Transformation:

• Any time of the day, visit this group to find your source of motivation, to be inspired and more importantly, have your mindset transformed: Motivation for Transformation

Dr. J offers transformative resources

Please visit the Books page and Store page for more details.

You can also find Dr. J on the following social media sites:

• Instagram

       

/by

5 Strategies to Help Students Discover the Power of Possibilities

, , , ,

The rise in distance learning courses and programs continues, yet the persistence rate of students remains an issue. Regardless of how many options students now have for taking online courses, even those of high-quality design, current research finds a significant problem with the number of students completing their courses and making it to graduation. Many online schools, including those which are experiencing the greatest growth in enrollment numbers, believe the answer is to diminish the role of the instructor. This means students are allowed to work on their own, until or unless they would like to seek the assistance of someone who knows the subject matter.

Yet I do not believe this trend will succeed in the long run, as my nearly two decades of work within the field of distance learning finds the instructor’s role is critical for student success. Without an ongoing relationship, in which a bond is formed through positive interactions, students are likely to struggle and even fail.

When an instructor takes time to be involved with their students, developing an interest in how they are progressing and what their developmental needs are, students begin to awaken to their potential. Yet this increased self-awareness doesn’t come while working alone, rather students discover the power of possibilities through interactions with their instructors.

The Start of Class as a Litmus Test

Any time a class begins, I view it as a litmus test of my ability to develop productive relationships with students. Often students feel a sense of apprehension and uncertainty during the first week of a new or entry-point class, and it is not confined to undergraduate students. Even my doctoral students experience a range of uncomfortable emotions as they begin.

I am keenly aware of what it took for them to enroll in their program and start this first class. It was the culmination of decisions made and answering questions about making the right choice. If I am able to ease their fears, and help them believe in a future with limitless potential, they will have a better chance of continuing on each week.

A Bond Between Instructor and Student

I understand the argument for reducing the role of an instructor to that of an on-call expert or grader. It is based upon a new trend for courses which are aligned with competencies, tested via exams and written assignments, and assigned individually to students without an instructor.

Yet this diminishes the intellectual stimulation and discourse which is offered through traditional online classes with weekly discussions and highly engaged instructors. My students want to feel a sense of connection with me and I work to ensure interactions with them are meaningful.

I know it only takes one challenging assignment, poor grade, and/or unclear set of assignment instructions to stop a student from progressing. This is when my availability to speak with students and assist them becomes invaluable. I speak with them not just as an educator, but often as a coach and mentor. This also includes the times when a student tells me about their negative self-talk, which can become quite loud during challenging course weeks. When I have established a working relationship with students, they are likely to confide these struggles with me and seek advice.

5 Strategies to Help Students Discover the Power of Possibilities

Trust as an Important Relational Aspect

A student’s trust in their instructor is never automatic. First there is the distance factor, which is going to automatically work against students, and prevent them from feeling a sense of connection to their instructors. Then they must decide, as the class progresses, if the instructor can be trusted to help them when needed. They will be observing what the instructor posts to determine if they have the skills necessary to facilitate the course. Trust is either built or lost then, one interaction at a time.

The very nature of instructor-to-student relationships are complex. Take for example the mindset of students and their view of feedback they anticipate receiving from their instructor. One of the first assignments that my entry-point doctoral students complete has a variety of criteria to reflect upon. The following are student excerpts from one in particular, titled How I Accept Constructive Feedback:

“Availability to ask the professor questions and get a timely response.”

“Try not to form hurt feelings.”

“Accept it comes from someone that cares about me.”

“I often need time to sit in the feedback and let my defensiveness simmer down. Once I can reflect upon it, I become much more responsive.”

“I analyze if the feedback I receive supports my goal achievement; does it have value?”

“I accept constructive feedback when there are points of gratitude incorporated and some validation is given.”

As you can tell from the responses above, the relationship I develop with students has a direct impact on how well they accept feedback received. There are key words here which depict the importance of developing a bond with them, including one a student wrote: “someone that cares about me”.  Now if I were only an instructor on-call, and someone who was not working closely with students, any feedback received may be met with resistance or worse.

5 Strategies to Help Students Discover the Power of Possibilities

I have always believed in the power of the mind, and more specifically, the thoughts we focus upon. Whether you want to complete a goal or create a new future for yourself, it is all possible if you accept your own power. This starts by deciding it is important to you, and then believe it is possible, for you to achieve or accomplish it.

This is something I try to teach my students, not directly through long classroom posts, but through motivational messages I create and share in my classes. As to strategies you can implement, there are five I implement within my online teaching practice which you may be able to use as well.

Strategy One: You Didn’t, But You Can

When students receive feedback from me for the first time, they have a true indicator of how I will evaluate their work. While there is always an objective element to feedback, because of the inclusion of a rubric, there is also a subjective element as well. This occurs when I evaluate how their work meets the criteria within the rubric, and to what degree it meets those criteria.

For an entry-point class it would be easy to give perfect scores, operating under the assumption students have not adapted to the expectations yet. However, my approach is to grade based upon what was submitted. While I may not grade with the expectation of an advanced course, I do not “give-away” grades either. I include numerous supportive comments, especially for students who did not earn all points possible. This tells the student: You didn’t achieve the maximum score, but you can with practice and by using the resources shared with you.

Strategy Two: Celebrate Your Ongoing Progress

When students begin an academic degree program, or even when they are early in their program, the thought of reaching the end point may seem a long time away. This is especially true for doctoral students who must complete a dissertation after their coursework has been completed.

As students complete a course, they may still feel as if there will be a significant amount of time required to finish the remaining requirements. This is why it becomes very important for instructors to remind students of their progress, and more importantly, help them celebrate what has been completed as each course marks progression and progress confirms their capacity to persist.

Celebrating a student’s progress can also occur within a class as well. For example, if a student struggled the first few weeks of class, but maintained a willingness to learn, then their growth throughout the class needs to be recognized by the instructor. With my entry-point doctoral class, which is only five weeks in length, I can observe growth for many students, especially if I encourage them as they make attempts to complete the requirements.

As I notice progress, I make certain to remind them of their growth as it encourages them to continue. I learned from my own experience as an online doctoral student how challenging the first few weeks of class can be and how transformative the interactions with my instructor became. Even a single sentence of encouragement can nurture student growth.

Strategy Three: I See Potential in You

The following is what I personally believe about all of my students: No matter how well or poorly you perform with a required learning activity, you have a capacity (and capability) to achieve more. In other words, one grade does not define who you are as a student or your potential.

I work with non-traditional adult students who are typically highly experienced in their fields and many believe (in the beginning) they are knowledgeable enough to complete the requirements with little assistance. It’s usually not until these students begin to receive feedback, they realize there is more to learn as they have academic skills which are required in order to be successful. That’s why I have to encourage them to see their potential and ability to learn.

Strategy Four: When “I Can’t” Arises, Remember You Can

The role of an instructor needs to involve more than being a grader or subject matter expert. There are many times when students are going to hit the proverbial brick wall mentally, and they believe they cannot continue. Perhaps they have received a grade which was less than expected, they cannot develop an idea for a discussion or assignment, or their dissertation writing seems to be too overwhelming.

That’s when I intervene and become more than an instructor. I begin to act as a coach, encouraging them to remember why they can continue, and I provide them with helpful ideas to break through their mental barrier. I also monitor classroom conditions and intervene any time I observe signs of defeat and/or frustration on the part of a student. While I may not be able to help all students, most respond well.

Strategy Five: Make No Time for Fear

There are two types of fear I commonly find students address. The first is the most expected, a fear of failure. There is no question, from my experience, it takes time to build a sense of confidence within students. Even those doctoral students I work with who reach the dissertation phase may still not feel completely capable of meeting the requirements. The second type of fear, which I also find common among students, even doctoral students, is a fear of success. This occurs when students are receiving consistently good grades, positive feedback, and there has been nothing to indicate they have significant areas of development.

These students may be afraid of continuing to perform well and/or be unwilling to admit they are on the right path to success. My role for either type of fear is to help build their self-confidence and reassure them they can engage in class without fear, as they have a built-in support system, starting with their instructors. More important is the value in making mistakes, as those are the times in which valuable lessons can be learned. I’ve learned from experience both success and failure are necessary for growth.

5 Strategies to Help Students Discover the Power of Possibilities

What to Consider as You Help Your Students

If you want to help your students to discover the power of possibilities, begin with a tune-up of your online teaching practices and ask yourself the following questions:

#1. What can your students accomplish in one class?

This prompts you to think about the subject matter and learning activities for your course. What could (or should) your students be able to complete by the end of the course? You can think of the course in terms of what students should learn and how they could learn. It is also important to factor in the length of the course as it will help establish a realistic frame of reference while you are working with your students. This also allows you to consider the possibilities for students and how best to help encourage them.

#2. Will you see immediate results?

This prompts you to consider the point in which students are at in their academic program, the level of their studies, and difficulty level of the course itself. For example, if you teach a doctoral course and this is one of the last courses in the program, you may expect students to have already acquired knowledge and a set of academic skills. However, if you are teaching a master’s degree course, and students have not taken a college-level course in some time, you may expect it takes time for them to learn how to meet the requirements. Regardless of the college level, you want to know what creates potential and possibilities for students.

Be An Instructor Who Instills Hope

What students need, if they are going to persist in their academic program and continue to grow, is an instructor who can help instill hope and teach the value of a positive outlook. It’s not just about achieving perfect grades, rather it’s a matter of realizing the potential they hold, which can transform how they perform, what they believe about their ability, and the level of self-confidence they can sustain.

This occurs when there is an instructor who is actively engaged in the course and dedicated to the development of their students. From my perspective, I don’t want students to just believe they can complete the course I’m teaching; I want them to see the many possibilities their academic growth can provide. When students believe in the power of possibilities, how they view their potential and ability to perform, become transformed. Now learning can occur and whatever seemed impossible, now feels possible.

About Dr. Johnson

Dr. Bruce A. Johnson has 35 years of experience teaching and training adults. The first half of his career was spent in the field of Corporate Training and Development, with his last role as Manager of Training and Development.

Then in 2005, he made a transition into the field of distance learning. Over the past 18 years, he has been an online instructor, Faculty Development Specialist, Faculty Director, Faculty Development Manager, and Dissertation Chair.

Dr. Johnson is also an inspirational author, writer, and educator. His life mission is to teach, mentor, write, and inspire others. He has earned a PhD in Postsecondary and Adult Education, a Certificate in Training and Performance Improvement (TPI), a Master’s in Adult Education, and a Master of Business Administration (MBA).

As a scholar practitioner, Dr. J was published in a scholarly journal, and he has been a featured presenter at an international distance learning conference, along with presenting at three faculty conferences. He has also published over 230 online articles about adult learning, higher education, distance learning, online teaching, and mindset development. Dr. J published three books related to higher education, including two about online teaching.

Getting Down to Business: A Handbook for Faculty Who Teach Business.

Transform Adult Education: Expert Teaching Strategies for Educators.

Transform Online Teaching: Expert Strategies and Essential Resources Every Educator Needs.

Come join Dr. J’s new group, Motivation for Transformation:

• Any time of the day, visit this group to find your source of motivation, to be inspired and more importantly, have your mindset transformed: Motivation for Transformation

Dr. J offers transformative resources

Please visit the Books page and Store page for more details.

You can also find Dr. J on the following social media sites:

Instagram: https://www.instagram.com/motivational_guru_drj/

Follow @DrBruceAJohnson

       

/by

When You Appreciate Students, Learning Becomes Transformative

, , ,

The saying about perception becoming our reality is absolutely true and especially relevant for online students who cannot assess an instructor visually. Instead, students rely upon perceptions to decide what the reality of an online class will be, and distance learning in general, whether or not those perceptions are accurate.

For example, if a student is focused on outcomes only, such as a grade for an assignment or the course itself, they are going to rely upon perceptual cues to determine if their instructor is making an accurate assessment. Those cues come from interactions and a perceived tone of every message or email received. If there is any sense of negativity or indifference to the needs of the student, the outcome received is going to be perceived as anything but authentic. This can also create a perception of what future classes may be like, as to a generalization of instructor attitudes.  

From my experience with online teaching, there are many ways you can describe the interactions between an instructor and their students. The most basic description is to refer to it as communication, with a sender and receiver attempting to accurately convey a message. Yet there is one type of interaction I found to be the most transformative of all, and it begins with some form of appreciation by the instructor for their students. What this does is take a form of communication, typically email or classroom messages, and transform it into a supportive interaction.

When I am able to extend some form of appreciation for my students, as a teaching strategy and overall disposition, I help create a different type of perception about instructors. This is especially important for entry-point doctoral classes I teach, as I want to establish a supportive tone to help students and be a positive representative of the school in general. Developing this attitude of appreciation has been a product of time and my own doctoral research. What I’ll share are methods you can use to incorporate appreciation as a general teaching strategy, regardless of the subject.

Why Appreciation Matters, Defining Appreciation

My journey with the concept of appreciation began back in 2008, when I was starting research for my dissertation study. At this time, I was developing a dissertation topic and I was also in the early phase of my online teaching career. I was at my last in-person residency for the doctoral program and attended a session about appreciative coaching. It was then I learned about an organizational developmental strategy called appreciative inquiry. I was immediately intrigued by this concept and wanted to learn more. I discovered its use was primarily for organizations and had not been translated for distance learning. That’s when I settled on my dissertation research topic.

For my dissertation research project, I translated appreciative inquiry for distance learning, and more specifically online teaching, and I called it appreciative andragogy. I immediately connected with the appreciative aspect as I have always held a helpful and supportive attitude while interacting with my students. The word andragogy refers to teaching adults. The strategy I developed at that time was designed to help improve the performance, motivation, and engagement of students through a series of scheduled appreciative interactions. The results confirmed the use of appreciation did help improve all elements studied, including student performance, motivation, and engagement.

After graduating in 2010, I continued to use appreciative andragogy myself as a general teaching strategy. I also continued to study appreciative inquiry and have been inspired by its results within organizations. It is based upon the strengths of an organization’s employees to help facilitate change and improvement of any deficits. Over time, my use of appreciative andragogy has evolved as well. I learned from my own experience that a formalized process of scheduled interactions might not be feasible when I have a workload of 90 students.

The concept of appreciative andragogy evolved into appreciative teaching, to denote a supportive disposition when working with students. I’ve found, and my colleagues have shared the same results with me, that the use of appreciation has a significant positive impact on the overall performance and progress of students. It’s about creating a positive connection with students in every interaction. Appreciation can be defined in three ways: 1) to appreciate another or demonstrate gratitude in some manner, 2) the act of appreciating someone or making a conscious effort to appreciate someone, and 3) creating a supportive and positive feeling when interacting with another.

Appreciation as a Teaching Strategy

I’ve been teaching online over 17 years and I still love this profession. I’m teaching and mentoring doctoral students, and I find they need just as much support and care as any student at any other grade level. For online classes, the students are referred to as non-traditional, which means most have returned to school after a lapse in time since their last degree was completed. This means they are starting at the beginning, as to learning the finer points of academic writing and formatting. It also means I’m in a unique position to share my experience and serve as a guide, mentor, coach, and overall supporter of their progress. What follows are the three basic steps I use to implement appreciation as a teaching strategy.

Step One: Know Your Disposition

When it’s time for to me to interact with students in any manner, I need to be aware of my disposition. This is a self-check I have performed since the start of my career and continue to this day. I want to be aware of how I’m feeling, what my surroundings are like, and any influences there may be at the moment that can shape my interactions with students, whether intentionally or unintentionally. What you can do is to ask yourself: What do you believe about your students and their potential? How do you feel at the moment? Are you prepared to teach and interact with students, in a non-judgmental and unbiased manner? A quick self-check is absolutely essential to remain in a positive state of mind for your interactions.

Step Two: Use the Power of Your Words

Without question, words hold potential for tremendous power. Everything you write or post can be interpreted, or even misinterpreted, based upon perceptual cues each student picks up. What this means is you must write with care, not fear, but with an attitude of support and concern for each student’s well-being. I create what I post or send first in the body of a Word document. This allows me to read and re-read it, quickly assessing it for any potential flaws in tone or intent. It will be easier to fix it before it is sent, than explain something afterwards. This is also where appreciation comes into play. You can use just a few words to shape your message into something positive. Even if you state something simple as “I appreciate you” at the end, you have established a supportive tone.

Step Three: Take Proactive and Measured Action

This is the step that encompasses what used to be appreciative andragogy as a process. What I do each term for my students, regardless of the level they are at, is to post pro-active weekly supportive messages. I typically post these messages on Friday, as I know students have already met the discussion deadline and they will continue working on a written assignment that is due by the end of the week. I will share tips and inspiration, usually consisting of the motivational messages written with my moniker Motivational Guru Dr. J. These picture quotes are meant to uplift and inspire students. Included with the Friday message are words of appreciation, to remind students they are supported and cared for by their instructor. I also utilize appreciative wording in all my feedback, whether it is discussion or assignment feedback. There is something I’ll find within a student’s work to appreciate.

Transformational Education Through Appreciation

I’m witnessing now a trend in higher education, and more specifically distance learning, towards a form of learning that is exclusive of classrooms and assigned instructors. Instructors are becoming guides on-call, if needed by a student, rather than being an essential part of the learning process. Students take exams and write papers to earn a passing score, only engaging with an instructor who grades or answers questions. This reminds of the days long ago when there were correspondence-style courses.

While I understand the intent of competency-based education, and I’m not going to evaluate its merits, what I can share with you is my experience after working with directly with students for over 17 years. The lesson is simple: I know many students would not make it through their program were it not for the support, time, effort, and encouragement of their instructors. I was also an online student, and earned most of my advanced degrees online, and I know how effective a class is with an instructor.

For those of you who still work within a traditional online classroom, with instructor-led courses, there is only one way this form of education will continue, and it is by continuing to show how transformational education can be as a result of direct involvement with an instructor. The discourse I have with students in a discussion board always prompts higher order thinking and contributes to their intellectual development. I am always appreciative of their contributions and take time to craft feedback acknowledging what they post, supporting their growth and progress.

I encourage you to think of online teaching not as a task or set of duties, but at its core it’s a set of interactions. More importantly, every interaction has a potential to contribute to the learning and development of students, if you will demonstrate some form of appreciation. This only requires finding something positive to state when you write an email or post a message. If you maintain a disposition that reflects your enjoyment of the work you do, this will also show up in your interactions and before long, you will naturally be using appreciative teaching. When students perceive you appreciate them in some manner, and they experience positive interactions with you, appreciative teaching will have also become a transformational strategy.  

About Dr. Johnson

Dr. Bruce A. Johnson has 35 years of experience teaching and training adults. The first half of his career was spent in the field of Corporate Training and Development, with his last role as Manager of Training and Development.

Then in 2005, he made a transition into the field of distance learning. Over the past 18 years, he has been an online instructor, Faculty Development Specialist, Faculty Director, Faculty Development Manager, and Dissertation Chair.

Dr. Johnson is also an inspirational author, writer, and educator. His life mission is to teach, mentor, write, and inspire others. He has earned a PhD in Postsecondary and Adult Education, a Certificate in Training and Performance Improvement (TPI), a Master’s in Adult Education, and a Master of Business Administration (MBA).

As a scholar practitioner, Dr. J was published in a scholarly journal, and he has been a featured presenter at an international distance learning conference, along with presenting at three faculty conferences. He has also published over 230 online articles about adult learning, higher education, distance learning, online teaching, and mindset development. Dr. J published three books related to higher education, including two about online teaching.

Getting Down to Business: A Handbook for Faculty Who Teach Business.

Transform Adult Education: Expert Teaching Strategies for Educators.

Transform Online Teaching: Expert Strategies and Essential Resources Every Educator Needs.

Come join Dr. J’s new group, Motivation for Transformation:

• Any time of the day, visit this group to find your source of motivation, to be inspired and more importantly, have your mindset transformed: Motivation for Transformation

Dr. J offers transformative resources

Please visit Dr. J’s Books page on his brand-new website.

You can also find Dr. J on the following social media sites:

• Instagram

/by