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Top 6 Questions People Ask About Online Learning

Since the invention of the internet, we have witnessed a huge change in the accessibility and flexibility of higher education. Not only can students earn their degrees at a distance and on their own schedule but they can also complete certifications and trade programs with more ease than ever before.

If you’re considering online classes as a means to achieving your goals, you likely have questions. Here are some of the most common ones, with answers!

What Is Online Learning?

So, just what is online learning? This term refers to education that takes place in a completely virtual environment using an internet connection and a computer or device to connect to the school. In the online "classroom," you can do all the same things that in-person students do, such as:

• Listening to lectures
• Answering questions from a professor
• Completing readings
• Turning in assignments
• Taking quizzes and tests
• Meeting as a group

Some schools, programs, or courses combine online learning with in-person learning experiences. This model is known as "hybrid education," wherein students participate online most of the time. However, when learning objectives call for hands-on experience (say, practicing skills for a health profession or laboratory experiments), they can head to campus.

That said, many programs allow their students to complete the entire curriculum virtually. Degrees such as a Bachelor of Science in Software Engineering, for example, may not call for in-person learning at all. You can always contact admissions or the specific department if you want to learn more about delivery format.

Why Online Learning Is Good for Students

Despite the widespread accessibility of remote education, some students remain skeptical about online classes. Are you really learning if there’s not a professor present at the front of a lecture hall? Can you really learn the skills you need without the in-person interaction between students and faculty?

Ease and Accessibility

While some people feel online education lacks the intimacy and immediacy of a "real" classroom, it offers an educational channel to students who might otherwise not have the time or resources to attend. Online access has made it possible for students to enroll and participate in online classes with greater ease, from nearly anywhere, in a way that fits their schedules.

Affordability

Online courses are usually more affordable as well. According to the Education Data Initiative , an online degree is $36,595 cheaper than an in-person degree when the cost of tuition and attendance are compared. The average cost of attending a private university is $129,800 for an in-person degree and only $60,593 for an online degree.

It’s also estimated that students who commute to college for in-person classes pay $1,360 per year in transportation costs that an online student wouldn’t have to pay. Add in factors such as cheaper meals at home and more time to work, and it’s not hard to see why many students opt for online learning.

Top Questions About Online Learning

Despite the benefits, you likely still have some questions about online learning. Let’s take a look at six of the most common.

1. Are You Able to Earn Your Degree Completely Online? Yes, many (but not all) schools do offer this as an option. We’re not just talking about certificates or minors, either.

For instance, you can earn a Master of Science in Electrical and Computer Engineering from U of M Online. If you complete the entire program virtually, you will pay in-state tuition costs from anywhere in the United States – a major bonus. A good school should offer you a searchable course catalog to compare options and view which have a required on-campus component.

2. How Long Does It Take to Earn a Degree Online? Most online programs mirror their in-person counterparts in terms of how long it takes to earn the degree. From certificates and minors to bachelor’s or master’s degrees, you’re looking at roughly the same timeline for equivalent programs. Some programs offer students the flexibility for part time options if that is needed to accommodate work and family responsibilities.

Some schools or programs may limit how quickly you can move through the material. However, given the freedom and flexibility of online learning, it’s possible you can complete more coursework in less time than you could on campus. Talk to your admissions officer or program coordinator about specifics.

When first researching your options, you can again turn to the searchable course catalog. On each degree page, you should find the recommended timeline clearly listed.

3. Is an Online Degree Viewed Differently Than a Traditional Degree? Among the most common and pressing questions for online learning is whether future employers view online degrees with skepticism. The answer is an emphatic "no." Most online programs appear on your transcript the same as on-campus programs would.

You may also wonder if an online program will impact your plans for a higher degree later. As long as your degree is from an accredited institution, it won’t harm your chances of acceptance.

4. What Are Some Benefits of Online Learning? When you choose to learn online, you can:

• Study more, due to the lack of commuting to, from, and around campus
• Potentially take more classes, again because of the time savings
• Get more immediate feedback from professors on assignments
• Leverage the online resources that come with your course portal
• Spend less money on your degree overall
• Continue working or caring for family while going to school

5. Do Instructors Offer Help and Support to Students? Instructors are required to give the same amount of time and energy to their online classes as they do to in-person groups. In fact, many professors are enthusiastic about virtual learning because it means they have more flexibility and don’t have to commute either.

6. Can Students Have Success and Excel in Online Learning? Lastly, can you learn new skills, attain knowledge, and become successful in online learning? Unequivocally, the answer is yes! Online degree programs still afford you tutoring and career resources as well as full access to academic resources such as the library .

Plus, you will have the ability to transfer credits either to or from the degree program, just as you would with an on-campus one. In other words, you will find yourself and your goals in no way hampered by taking the online approach.

Online Learning

In summary, online learning offers you a ton of freedom and savings. It allows you to complete your work anywhere, from the office to the living room to on the road. And you can rest assured that you’ll get the same level of professorial support as you would from an on-campus program, as well as a degree that’s worth just as much.

Learn More, Today

Ready to learn more? Reach out to U of M Online to ask questions or get information about specific programs today!

• Cost of Online Education vs. Traditional Education
• The top 5 questions people ask about online learning
• https://online.umn.edu/programs-search
• https://online.umn.edu/tuition-fees-and-financial-aid
• https://online.umn.edu/story/academic-tutoring-and-career-resources
• https://online.umn.edu/story/u-m-libraries
• https://online.umn.edu/transfer-credit
• https://online.umn.edu/

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School Climate

45 survey questions to understand student engagement in online learning.

In our work with K-12 school districts during the COVID-19 pandemic, countless district leaders and school administrators have told us how challenging it's been to  build student engagement outside of the traditional classroom. 

Not only that, but the challenges associated with online learning may have the largest impact on students from marginalized communities.   Research   suggests that some groups of students experience more difficulty with academic performance and engagement when course content is delivered online vs. face-to-face.

As you look to improve the online learning experience for students, take a moment to understand  how students, caregivers, and staff are currently experiencing virtual learning. Where are the areas for improvement? How supported do students feel in their online coursework? Do teachers feel equipped to support students through synchronous and asynchronous facilitation? How confident do families feel in supporting their children at home?

Below, we've compiled a bank of 45 questions to understand student engagement in online learning.  Interested in running a student, family, or staff engagement survey? Click here to learn about Panorama's survey analytics platform for K-12 school districts.

Download Toolkit: 9 Virtual Learning Resources to Engage Students, Families, and Staff

45 Questions to Understand Student Engagement in Online Learning

For students (grades 3-5 and 6-12):.

1. How excited are you about going to your classes?

2. How often do you get so focused on activities in your classes that you lose track of time?

3. In your classes, how eager are you to participate?

4. When you are not in school, how often do you talk about ideas from your classes?

5. Overall, how interested are you in your classes?

6. What are the most engaging activities that happen in this class?

7. Which aspects of class have you found least engaging?

8. If you were teaching class, what is the one thing you would do to make it more engaging for all students?

9. How do you know when you are feeling engaged in class?

10. What projects/assignments/activities do you find most engaging in this class?

11. What does this teacher do to make this class engaging?

12. How much effort are you putting into your classes right now?

13. How difficult or easy is it for you to try hard on your schoolwork right now?

14. How difficult or easy is it for you to stay focused on your schoolwork right now?

15. If you have missed in-person school recently, why did you miss school?

16. If you have missed online classes recently, why did you miss class?

17. How would you like to be learning right now?

18. How happy are you with the amount of time you spend speaking with your teacher?

19. How difficult or easy is it to use the distance learning technology (computer, tablet, video calls, learning applications, etc.)?

20. What do you like about school right now?

21. What do you not like about school right now?

22. When you have online schoolwork, how often do you have the technology (laptop, tablet, computer, etc) you need?

23. How difficult or easy is it for you to connect to the internet to access your schoolwork?

24. What has been the hardest part about completing your schoolwork?

25. How happy are you with how much time you spend in specials or enrichment (art, music, PE, etc.)?

26. Are you getting all the help you need with your schoolwork right now?

27. How sure are you that you can do well in school right now?

28. Are there adults at your school you can go to for help if you need it right now?

29. If you are participating in distance learning, how often do you hear from your teachers individually?

For Families, Parents, and Caregivers:

30 How satisfied are you with the way learning is structured at your child’s school right now?

31. Do you think your child should spend less or more time learning in person at school right now?

32. How difficult or easy is it for your child to use the distance learning tools (video calls, learning applications, etc.)?

33. How confident are you in your ability to support your child's education during distance learning?

34. How confident are you that teachers can motivate students to learn in the current model?

35. What is working well with your child’s education that you would like to see continued?

36. What is challenging with your child’s education that you would like to see improved?

37. Does your child have their own tablet, laptop, or computer available for schoolwork when they need it?

38. What best describes your child's typical internet access?

39. Is there anything else you would like us to know about your family’s needs at this time?

For Teachers and Staff:

40.   In the past week, how many of your students regularly participated in your virtual classes?

41. In the past week, how engaged have students been in your virtual classes?

42. In the past week, how engaged have students been in your in-person classes?

43. Is there anything else you would like to share about student engagement at this time?

44. What is working well with the current learning model that you would like to see continued?

45. What is challenging about the current learning model that you would like to see improved?

Elevate Student, Family, and Staff Voices This Year With Panorama

Schools and districts can use Panorama’s leading survey administration and analytics platform to quickly gather and take action on information from students, families, teachers, and staff. The questions are applicable to all types of K-12 school settings and grade levels, as well as to communities serving students from a range of socioeconomic backgrounds.

In the Panorama platform, educators can view and disaggregate results by topic, question, demographic group, grade level, school, and more to inform priority areas and action plans. Districts may use the data to improve teaching and learning models, build stronger academic and social-emotional support systems, improve stakeholder communication, and inform staff professional development.

To learn more about Panorama's survey platform, get in touch with our team.

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January 10, 2017 | Steve Kaczorowski

What Are Five of the Biggest Questions About Online Education?

Because every student and online program is different, determining if online education is right for you can be tricky. Important considerations include program availability, your individual learning style, and your professional aspirations. Self-motivation, time management, and your computer competency are other key factors. […]

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To Put This in Context:

According to the Babson Survey Research Group, the number  of students and universities participating in online education is at an all-time high, and it is expected to continue growing in the coming years. [1] Some of the most prestigious schools in the U.S. now offer online degrees or hybrid courses that are a mix of online and on-campus, but there are still many important factors you may want to consider before enrolling. Below we address five of the biggest questions potential students often have about online learning.

1. How do I know if online education is right for me?

Because every student and online program is different, determining if online education is right for you can be tricky. Important considerations include program availability, your individual learning style, and your professional aspirations. Self-motivation, time management, and your computer competency are other key factors. Many colleges and universities have built online quizzes or assessments to help you decide, including this one from Minnesota State . [2]

Want more insight? Discover the truth about some of the common myths associated with studying online .

2. How long will it take to complete an online program?

There are many factors that determine how long it will take to complete a program. The length of time to completion for online degrees varies by school, field of study, course load, your current level of education, and whether you have any transfer credits to apply. Depending on if you choose to attend part-time or full-time, some online master’s degrees can be completed in as few as 18 months, while other programs take two or three years to finish. Online bachelor’s degrees can range from two to four years to complete.

3. What financial aid is available for online education?

When attending a traditional university, the same financial aid is available regardless of whether you attend online or on campus. There are many types of financial aid available, including scholarships, grants, and student loans. To help determine your eligibility, view the U.S. Department of Education’s eligibility list , and be sure to confirm what types of aid are available with your school. [3] If you’re a veteran or currently serving, many of your GI Bill benefits can be applied to online programs, so check with your school’s financial aid department and visit the U.S. Department of Veterans Affairs GI Bill page to determine your eligibility. [4]

Tuition assistance can vary in amount, and you can learn more with our guide to maximizing your financial aid .

4. What will an online classroom environment be like?

How will you engage with your professor or interact with other students? Every school and degree program is different, but some classes have scheduled times when the entire class meets online (synchronous), similar to an on-campus course. Other programs allow students to watch the professor’s weekly lecture on their own time (asynchronous). Many require students to participate in weekly class discussions through online message boards. Just like their on-campus equivalents, most online courses will have office hours when students are able to schedule a chat or email questions directly to their professors. It’s this level of direct engagement that helps many online students stay focused and achieve success.

5. How do I know an online program is credible?

The best way to make sure an online degree is credible is to check the college or university’s accreditation, which is often listed on the program’s web page. The U.S. Department of Education publishes a running list of accredited universities. [5] Many programs have additional accreditation from professional accrediting agencies like the Commission on Collegiate Nursing Education (CCNE) for nursing degrees or the Association to Advance Collegiate Schools of Business (AACSB) for business degrees. [6] [7] Lastly, the Higher Learning Commission (HLC) has accredited more than 1,000 institutions and has a searchable online database . [8]

Have more questions?

These are only a few of the initial questions you may have when considering a future in online education, and you can continue to explore similar topics on the Context blog. Learn why millions of students prefer online learning to traditional on-campus programs, or if you’re interested in earning your master’s degree, discover four online graduate programs that can pay off .

Steve Kaczorowski

Search marketing specialist.

Steve is an advertising and marketing professional for Context. Aside from his wife, Great Dane, and long walks at Disney, Steve is ardent about using data to create and implement digital marketing strategies that impact the industry. He holds a bachelor’s in Journalism from Indiana University - Bloomington with a double-minor in marketing and psychology. Steve currently is pursuing his master’s in Communication from Purdue University. Connect with him on Twitter @stevekaczoro .

Guide to Online Education

Major trends in online education.

• Online Degrees & Certificates

Types of Online Learning Programs

• Instructional Methods in Online Programs
• Accreditation & State Requirements

Selecting Online Degree Programs

Online degree programs significantly improve access to higher education, and recent reports indicate enrollment is at an all-time high. Currently more than 7 million U.S. college students participate in some form of online learning. However, online education may not be right for everyone. Students must be committed and disciplined enough to complete courses without a campus-based structure. In addition, online programs vary in areas that impact learning, including when, how, and how often students access materials and lectures. Students who understand these differences and the technology behind them are better positioned to choose online programs that reflect their career goals and learning styles, giving them the best chance of success.

This information is just as valuable for the colleges that deliver online degree programs as the students who enroll in them. Research from the Babson Survey Research Group (BSRG) in collaboration with the Online Learning Consortium (OLC) shows that while the vast majority of college leaders consider online degree programs critical for long-term institutional development, actually designing them is challenging. Through careful research, professors and administrators can find, interpret, and apply key online learning data within their institutions. They also benefit from studying online learning technology and how it drives course design, instructional methods, and outcomes.

This guide is designed to give students and educators a thorough understanding of how online degree programs work, and how to use them effectively. It examines online learning and teaching tools, success factors, and other important themes. We will continue to update this information as new trends and technologies emerge.

An Inside Look at Online Education

The following sections provide detailed information about different areas of online learning along with insights from experts in the field.

Get expert advice on everything from online student services and technologies to finding and succeeding in online programs.

Find answers to some of the most frequently asked questions about online education, including how to find, pay for, and successfully complete online programs.

Discover how to design online courses and many of the methods, resources, and best practices that guide the process.

Learn more about the virtual classroom, including how it works and some of the tools and features online students and instructors might use.

Get a snapshot of who studies online today and the qualities or habits that help them succeed.

Review the various tools and methods instructors use to teach and support students online.

Plagiarism is a form of cheating that often carries severe consequences, and students must understand how to identify and avoid it. Learn how to spot it, and eliminate it.

Learn more about the support services online colleges might offer and get expert tips for making the most of them.

Recent data suggests more students and colleges than ever engage in online education. According to the National Center of Education Statistics (NCES), online programs now add students four times faster than their traditional counterparts and account for more than 75 percent of all new enrollment growth. Colleges continue to add new online learning options and technology to keep pace with demand. As these investments grow, so does the field of online courses and degrees. OLC Chief Knowledge Officer Karen Pedersen addressed this shift in a recent interview with OnlineEducation.com.

“What we’re seeing in the trends is that a record number of higher education leaders, such as chief academic officers, are seeing online learning as critical to their institutional long-term strategy–70.8% in 2014 compared to 48.8% in 2002,” said Dr. Pedersen. “With this movement, more and more institutions are offering an array of learning opportunities, from fully online programs at all levels – associates, bachelors, masters and doctoral degrees–as well as blended programs where both online and classroom based learning are combined for a rich and engaging learning experience.”

Online education is also becoming more mainstream. For-profit schools once led the field’s growth, but the latest numbers indicate public and not-for-profit colleges now drive online enrollments. Larger universities are especially invested in online learning. According to the NCES, more than 95 percent of institutions with at least 5,000 annual enrollments offer online programs. For large colleges serving 20,000 or more students a year, this share exceeds 99 percent. Many of these universities see online education as a means of serving more students, including a higher percentage of full-time professionals, stay-at-home parents, military service-members, and other non-traditional groups. Dr. Jeff Seaman, co-director of the BSRG and Quahog Research Group, mentioned the following in an interview with OnlineEducation.com.

“From (our) very first survey, it was clear that academic leaders believed that the most important aspect of online education was that it could expand access to education to many more potential students,” said Dr. Seaman. “There was, and still is, wide agreement that many individuals who desire an education are unable to attend traditional on-campus programs. Whether because of job constraints, family responsibilities, limited mobility, remote location, or any of number of other reasons, these potential students found regular class attendance on campus was not possible.”

Tracking Online Degrees & Certificates

As online education becomes more diverse, so does its range of learning options. Innovative new technology and instructional methods allow even traditionally hands-on disciplines like engineering and nursing to be taught online, though some programs require internships and other practical learning experiences. Students can also now pursue many different types of credentials mostly or completely online. The following certificates and degrees are among them.

Associate Degrees

A report from the New America Foundation suggests associate degree programs are statistically much more likely than bachelor’s programs to enroll full-time workers, parents, and military families. According to the Foundation, online associate degrees can be an ideal learning solution for these busy students who often find campus attendance difficult. The majority of community colleges, a number of for-profit colleges, and even a few public four-year universities offer associate degrees online.

Bachelor’s Degrees

The NCES reports that bachelor’s degrees are by far the most common credential students earn online. While many of these programs are in disciplines that adapt easily to web-based learning, like business and criminal justice, several colleges now offer online bachelor’s degrees in areas like teaching and engineering. These programs may require students to complete some face-to-face training. For example, the University of Virginia offers a special engineering program that allows students to complete all of their coursework in a live online format while serving internships with approved employers across the state. Online bachelor’s degree programs can also use virtual simulations, video conferencing, and other technical solutions to assess and reinforce students’ practical knowledge.

Graduate Certificates

Online graduate certificates help bachelor’s and master’s degree holders enhance certain skills. Not to be confused with professional certifications, graduate certificates are academic credentials unaffiliated with specific vendors and organizations. Teachers might earn online graduate certificates in family literacy and educational technology integration while MBA graduates pursue them in data analytics, project management, and other relevant specialties. While many students invest in voluntary certificates to improve resumes and advancement potential, some employers require graduate certificates to confirm formal specializations. For example, master’s-trained nurses frequently earn post-master’s certificates to add new patient and medical specialties, or to change specialties within the field of advanced practice registered nursing. It is not unusual for schools to offer fully online graduate certificates to accommodate full-time professionals, but certain programs supplement online coursework with internships, clinical placements, or other on-site learning experiences. The nature, frequency, and extent of this work varies.

Online Master’s Degrees

Undergraduate students may be more likely than graduate students to participate in some form of online learning, but NCES research shows graduate students are more than twice as likely to enroll in 100 percent online degree programs. This trend reflects graduate programs’ tendency to enroll more working professionals balancing school with career and family responsibilities. It is not unusual for four-year graduates to enter the workforce before deciding to return to school to become more specialized, improve their advancement potential, or transition to new fields. Online master’s degrees are also popular among experienced professionals in fields that address steeper practical training requirements at the undergraduate level, like teaching and nursing. Online learning offers these working students a degree of flexibility difficult to achieve in a campus setting.

Online Doctoral Degrees

While they remain less common than other online degree programs, many universities now offer online doctorates in fields like nursing, education, and criminal justice, among others. On-site learning requirements vary by school and program. For example, universities may deliver coursework online, but require online doctoral candidates to report to campus to serve residencies, conduct research, and defend their theses. Online doctoral degree programs frequently leverage live video conferencing and other interactive tools that help faculty mentor and support students from a distance.

Despite its quick adoption, online learning is a relatively new medium. Institutions continue to experiment with new formats, then use specific terms to differentiate them. Students should become acquainted with these classifications early so that they can decipher which programs align with their learning preferences, career goals, and current levels of education. Here are some of the most common online options offered today.

Online Courses

The NCES and BSRG report that the majority of colleges and universities now offer online courses. Some, but not all of these classes are linked to full online degrees and certificates. Universities, community colleges, and college extension programs design standalone online classes specifically for students seeking personal enrichment, focused workplace skills, and professional certifications. According to Dr. Pedersen, many colleges also offer programs that combine online and traditional coursework to provide campus-based students with a richer, more interactive learning experience.

Online Degree Programs

Not all colleges and universities define online degree programs the same way: some let students complete their studies 100 percent online while others require some face-to-face work as well. The nature, number, and location of these visits can vary. Colleges might require online students to report to campus or approved partner institutions for practical labs, on-campus intensives, orientations, and/or exams. They might also require fieldwork or internships, depending on the subject. For example, Masters of Science in Nursing programs typically require clinical placements while Master of Social Work programs require field education. Unless otherwise noted, OnlineEducation.com uses the term “online degree program” to define programs that require no more than two campus visits per year.

Blended or Hybrid Programs and Courses

There is no standard definition for blended and hybrid programs. Many schools use the terms interchangeably; others use them each in very specific ways. Nonetheless, most blended or hybrid programs and courses combine varying degrees of online and classroom-based instruction. These can include:

• Classes in which students complete coursework online and in the classroom.
• Degree programs in which students complete some of their courses on-campus and others online.
• Online degree programs that allow students to complete the majority of instruction online, but require them to come to campus periodically for face-to-face instruction.

Unless otherwise noted, OnlineEducation.com defines any program that requires three or more campus visits each year as a hybrid program.

Massive Open Online Courses (MOOCs)

MOOCs are online courses available in an open format, which means students need not apply to an institution to enroll. This makes MOOCs accessible to learners from a wide spectrum of age groups and circumstances, including international students. Although a limited number of MOOCs allow students to earn some type of verified certificate at a cost, most are free and award no college credit. Course content is usually delivered through provider organizations like Coursera, edX, and Udacity.

The MOOC movement was launched by prestigious universities like Stanford and MIT. Other colleges were quick to follow suit, but the BSRG suggests interest is waning: only a small number of schools now have MOOCs and few intend to add them. The same is not necessarily true for professional training programs using this format. Udacity now emphasizes corporate MOOCs over academically-aligned courses as other career-focused providers enter the market.

Competency-Based Programs

Competency-based education is a relatively new trend in online education. Unlike online degree programs that deliver most instruction online, competency-based programs offer credit for knowledge gained through life experience and other forms of self-directed learning. Students usually demonstrate key competencies through tests or portfolios. This unique format supports military service-members, trade professionals, and other students with verifiable skills mastered outside of formal education. The majority of today’s competency-based programs offer associate degrees and certificates, but a small number of online bachelor’s programs are beginning to emerge.

Instruction Methods in Online Degree Programs

Online colleges, programs, and courses tend to use a number of different instructional methods to teach students. These methods define how an online program is structured; how and when lectures are delivered; and how students interact with classmates and instructors. The following is a list of terms online colleges use to describe instructional methods and program formats. Knowing these phrases will help students determine which online programs best meet their learning styles and objectives.

• Synchronous Instruction: Online courses taught in a synchronous format require all students to log in at scheduled times to live-stream lectures, participate in real-time discussions, and/or engage in other types of collaborative group work. Some students prefer these types of programs because they provide an immediacy and interactivity similar to classroom-based courses.
• Asynchronous Instruction: Asynchronous courses typically allow online students to access recorded lectures and other materials on their own time so long as they meet all course deadlines. Students may also be required to participate in forum discussions and other collaborative work. This format requires more independence and self-direction than synchronous programs, but offers much more flexibility.
• Self-Directed Programs: “Self-directed” and “self-paced” programs give online students even more learning independence by coupling asynchronous instruction with lenient course deadlines. Students can often start and complete their studies at their own pace with minimal collaboration, though they may be asked to participate in discussion boards and mentoring activities. These students must be organized and disciplined enough to complete their work without a traditional campus structure, but that does not necessarily mean they do not have access to support. Faculty advising, peer partnerships, and student services are just some of the ways online colleges help self-directed learners stay engaged and on track.
• Cohort Programs: Online cohort programs place students in a defined group that advances through the curriculum together. Courses are sequential and may not be offered every semester—an important consideration for students unable to complete the program straight through. For programs that only have one cohort start per year, students who miss a quarter/semester may have to wait an entire year before continuing their program. When programs are completed without interruption, this structure lets students learn and collaborate with the same peers throughout their studies. A student’s cohort often becomes their professional network post-graduation. Cohort programs are more common at the graduate level and in disciplines that are interpersonal in nature, like teaching, counseling, and social work.
• Flipped Courses: The term “flipped” is applied to hybrid and blended courses that deliver most content and materials online and use classroom time to address questions, complete assignments, and engage class-wide discussions. This means flipped classes are generally designed to complement campus-based studies rather than online degree programs.
• On-Campus Intensives: Some online degree programs require students to attend a limited number of on-campus sessions, which are sometimes called on-campus intensives. These sessions may include hands-on practical experiences, orientations, seminars, capstone projects and exams, and other activities that require campus attendance. They may also be used to fulfill residency requirements. The duration and frequency of intensives vary by program and by school. They could be as little as one day to several days long.
• Field Education, Clinical Placements and Internships: Some programs supplement online coursework with required field education, clinical placements, and internships to ensure students develop and test important skills in a professional environment. In some cases these activities are a discipline-wide requirement based on accreditation or designed to allow students to meet licensing requirements post-graduation. For example, teachers, social workers, and counselors are frequently required to complete field work regardless of how they attend class. Online schools may also offer internships and other practical experiences in lieu of on-site labs for students in traditionally hands-on disciplines like engineering. While nothing is guaranteed, many colleges allow online students to fulfill field requirements in their home communities to limit travel and disruption.

Accreditation and State Requirements

It is crucial for students to consider accreditation and state regulations when evaluating online degree programs. Unlike features that determine whether programs meet students’ learning styles and objectives, accreditation and state requirements tell students whether programs are credible, and if they are allowed to enroll in them at all. The following information clarifies what these concepts mean and how they impact online students.

Accreditation

It is important for students to consider accreditation when researching any college program, no matter how courses are delivered. Before online degree programs can be accredited, independent organizations must carefully evaluate their curricula, faculty, technology, and other practices to ensure they meet strict quality standards. The process is voluntary, but its impact is significant. Students must attend accredited programs to be eligible for federal, state, and some private financial aid. Most colleges also verify accreditation before accepting transfer credits or admitting applicants to post-graduate programs. The benefits of attending accredited online degree programs can extend into the workforce where employers and licensing agencies frequently establish minimum education standards.

The agency that accredits an online degree program is just as important as the process itself. The U.S. Education Department (USED) advises students to verify accreditors’ credibility before they enroll in any program, but especially online degree programs where practices and criteria are less established. The USED and Council for Higher Education Accreditation (CHEA) evaluate accreditors and recognize only those that meet certain quality standards. CHEA maintains a list of higher education accreditors that are recognized by both organizations.

State Requirements

While online degree programs improve college access, state regulations can limit it for some students. The Western Commission of Higher Education (WCHE) reports colleges and universities must obtain state approval before enrolling or marketing to its residents. Authorization requirements, procedures, and costs vary. Some states only authorize colleges with a “physical presence” inside its borders; others only approve online programs offered within regional consortia or partnerships. Universities may also be required to seek authorization at the program level, which means students living in certain states may be eligible to enroll in some, but not all of an institution’s listed online degree programs.

Students should review these regulations before applying to online programs based in different states. They can visit the State Higher Education Executive Officers Organization (SHEEO) online to review a list of each state’s regulatory agencies. Students should also contact prospective schools’ admissions offices directly to request an up-to-date list of state approvals as they can change at any time. Some states review approvals on a regular basis while others may only review them at specific times during the year.

The decision to attend college online is only the first of many that students must make before they begin their studies. Online degree programs use many formats, instructional methods, services, and technologies; online students have varying learning styles, preferences, and educational needs. The goal of OnlineEducation.com, this guide, and future reports is to help students access information they can use to balance these factors and identify programs offering the best chance of success. Dr. Pederson told OnlineEducation.com that it is important for students to ask questions, and colleges to have answers.

“[It] is still about knowing yourself, researching your options, and asking lots of questions to find the right learning solution. This is where institutions need to have personnel available to answer questions and ensure ‘best fit,’” said Dr. Pedersen. “From an institutional perspective, I am a believer in a strong onboarding experience for new learners. It is important that new students know how the institution works and they understand the resources they can tap to ensure their success.”

8 Questions to Ask About Online Education 

Marilyn Price-Mitchell, Ph.D.

Institute for Social Innovation Fellow, Fielding Graduate University; Columnist, Psychology Today; Founder, Roots of Action

Are you overlooking the human side of an online degree program? Beyond acquiring knowledge and skills, it pays to explore how your education contributes to your own positive development.

Schools design their online academic degrees and certification programs first-and-foremost to give students expertise in their chosen fields. But there is more to education than meets the eye. Smart prospective students look beyond impressive brochures to investigate the human side of their online programs .  

Once you find a core curriculum that best fits your career aspirations, it is time to consider your own developmental needs. Online education is different from traditional classrooms but it is not inferior as long as you take responsibility to get what you need to thrive as a student.   

Choose a degree program that helps you believe in yourself, cultivates caring relationships, and fosters internal strengths that lead to career and life satisfaction. When you look beyond academics to examine how an online university develops you as an individual, your top choice becomes more apparent.   

Use the online description of a degree program as a starting point. Talk with admissions staff at the university to clarify academic questions and seek additional information about the institution’s culture of learning. 

Like traditional universities, online programs have student ambassadors and alumni that volunteer to talk with prospective students. Ask the following questions about the programs you are considering and talk with alumni about their experiences in the areas that most resonate with you.

1. Are there opportunities to be curious? 

Curiosity is the cornerstone of life-long learning. Choose a program that welcomes diversity and encourages critical thinking. Ask alumni if they were urged to explore new ideas, ask questions, and think outside the box.

2. Are there opportunities to develop authentic relationships? 

The ability to engage with others is vital to learning and education.  An online program should provide regular opportunities to interact and exchange ideas with other students and faculty. Ask alumni about the meaningful relationships they developed while earning their degrees.

3. Are there opportunities to practice resilience? 

You build resilience when you are encouraged to learn from mistakes, overcome challenges, and adapt to change in a demanding but supportive environment. Ask alumni about the greatest obstacles they encountered in their program, and how faculty and peers helped them overcome these challenges.

4. Are there opportunities to reflect?  

Good education cultivates self-awareness, the ability to examine and understand who you are relative to the world around you. Curriculum that includes metacognitive assignments that help you reflect on your thinking help you integrate and apply your learning in the real world. Ask alumni what they most learned about themselves or their careers, and how it changed their lives.

5. Are there opportunities to express your values?  

Finding the right degree program is a bit like finding an employer you respect and for whom you would be proud to work. What values, beliefs, and moral principles does a university claim to hold? Are they similar to or different from your own? Ask alumni if they were comfortable sharing their own values and ideas with others.

6. Are there opportunities to solve problems?  

Excellent online programs make use of project learning, allowing students to engage with others in assignments that involve mutual goal setting, problem-solving , and decision-making. These experiences nurture resourcefulness throughout life. Ask alumni how collaborative projects were organized online and what they gained from them.

7. Are there opportunities to be creative?   

Regardless of whether you enroll in a skills-based or highly academic degree program, it is important to feel encouraged to produce and communicate original ideas. Creativity not only ignites social innovation and ideas for ground-breaking products and services, but also leads to greater life satisfaction. Ask alumni how their creative ideas were rewarded in their program.

8. Are there opportunities to serve others?  

Outstanding educational institutions promote civic-mindedness and citizenship by broadening student awareness of and engagement in social and environmental issues. These activities strengthen empathy and compassion, attributes that are foundational to civil society. Ask alumni what they learned about contemporary societal issues and how it made them better citizens.

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• Published: 25 January 2021

Online education in the post-COVID era

• Barbara B. Lockee 1  

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

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

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

Looking back

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

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

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

Online learning and the pandemic

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

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

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

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

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

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

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16 Answers to Your Questions about Teaching Online

Free resources drawn from social and behavioral science

The call for ‘social distancing’ in the wake of the coronavirus and its attendant COVID-19 disease has seen schools and universities around the world hurriedly attempting to turn their physical classrooms into virtual ones. While this may be best immediate reaction from an epidemiological point of view, from a pedagogic perspective, it has left instructors desperately trying to retrofit and reformat their courses while trying not to unduly disadvantage large numbers of their students. As a means of supporting those attempting to do their best under trying circumstances, SAGE Publishing has drawn from its large body of published and peer-reviewed research to offer the resources below — free of charge — to serve teachers and students around the world.

The Basics Meeting Student Needs Meeting Course Requirements Tools Other Considerations

Editor’s Note: SAGE’s Methods Guru, Janet Salmons, has also drawn from SAGE’s large body of published research to create a resource for those who are making the switch to online classes. Rooted in theory, suggestions and resources can be found in the post here: ‘Making a Sudden Transition to Teaching Online: Suggestions and Resources.’

UPDATE: The journal TEACHING Exceptional Children ‘s special issue on online learning for special education teachers has been opened for free access. Click here to read those papers.

What is online learning and what can I expect compared to face-to-face situations?

“Research on Online Education,” by Daria S. LaFave from The SAGE Encyclopedia of Online Education edited by Steven L. Danver

This introduction to online education from 2016 provides an overview of the teaching landscape, sharing different research on the topic. The entry discusses how face-to-face and online environments compare, particularly with regards to learning outcomes, instructional design, and instructional effectiveness. Valuable insight is also shared on how to better understand online learners.

What are the different types of online learning? Which is best for my course?

“E-Learning and Blended Learning,” by Helen Ritchie from Storytelling , part of the SAGE Video collection

There are different ways to structure an online course: an instructor can let students review materials on their own time, use video conferencing to livestream a lecture, or implement hands-on “classroom” sessions. This video discusses different approaches and how they can be combined.

How do I adapt a face-to-face course to online?

“Lost in Translation: Adapting a Face-to-Face Course Into an Online Learning Experience,” by Melissa J. Kenzig in Health Promotion Practice , July 2015

Many instructors being asked to adapt their face-to-face courses to an online environment do not have sufficient training do so. This commentary shares challenges faced by instructors adapting courses from face-to-face to online, best practices, and common mistakes.

How do I motivate and engage in an online environment?

“A Practical Guide, With Theoretical Underpinnings, for Creating Effective Virtual Reality Learning Environments,” by Eileen A. O’Connor and Jelia Domingo in Journal of Educational Technology Systems , February 2017

Based on many years experience, the authors suggest educationally productive, research-supported ways to create learning environments that can motivate, engage, and educate participants in an online environment. Scroll down to the section titled “General Application” to find ideas related to “ice breakers” and community interactions, bringing in external speakers, virtual poster sessions, role playing, shared problem-solving, and more. 

What are the other challenges related to online learning to be wary of?

“Issues and Challenges for Teaching Successful Online Courses in Higher Education: A Literature Review,” by Masureh Kebritchi, Angie Lipschuetx, and Lilia Santiague in Journal of Educational Technology Systems , August 2017

This article identifies the major issues related to online learning that instructors and institutions should be wary of such as:

• Learner issues: learners’ expectations, readiness, and participation
• Instructor issues: making the transition from face-to-face to online, managing time, and finding appropriate teaching styles
• Content issues: the role of instructors in content development, integration of multimedia, and the role of instructional strategies in content development 

How can I ensure quality of participation?

“Student Participation,” by Jean A. Stuntz from The SAGE Encyclopedia of Online Education edited by Steven L. Danver

Participation in an online course calls for interaction with the materials, students, and the instructor. The entry digs into why intuitive communication and navigation is necessary for quality participation, as well as different hands-on and hands-off approaches for instructors to implement from the beginning.

How can I add the “human touch” and maintain student retention?

“Adding the Human Touch to Asynchronous Online Learning,” by Cynthia Wheatley Glenn in Journal of College Student Retention: Research, Theory & Practice , March 2016

This article shares ways to extend the “human touch” in an online environment in a way that will improve student retention (scroll down to the section “Variables that Improve Student Retention”).

How do I integrate small group work in online courses?

“Online Course Student Collaboration Literature: A Review and Critique,” by Maura R. Cherney, Michelle Fetherston, and Lauren Jean Johnsen in Small Group Research , August 2017

Through a meta-synthesis of 41 articles related to small group work in online courses, the article addresses questions about group size (what’s optimal?), assembling a group (how do I split up students?), assigning roles to group members, “free-riding” and more.  

Meeting Student Needs

How can I understand what type of learner my student is in an online course?

“Learner-Centered Techniques,” by Terry Mackey from The SAGE Encyclopedia of Online Education edited by Steven L. Danver

Teaching an online course might require instructors to re-learn the individual preferences of each student. This entry goes over various tools instructors can use to gain that understanding, such as polls, surveys, and drawing tools, not only so that courses become student-centered, but also so student retention and skill increase.

How do I support students with emotional and behavioral disorders in an online environment?

“Teaching Online Social Skills to Students With Emotional and Behavioral Disorders,” by Joseph John Morgan, Kyle Giggins, Susan Miller, Thomas B. Pierce, Randall Boone, and Richard Tandy in Journal of Special Education Technology , May 2016

Technology use creates new natural environments for social participation and new rules for social interaction and it has been theorized that students with emotional and behavioral disorders will not do as well socially in online environments. This study studied different types of online social skill instruction and found that they were effective at increasing students’ identification of problem behaviors in an online environment. Implications for the incorporation of this instruction into social skills interventions are discussed.

How can I support diversity in an online environment?

“Respecting Diversity in an Online Environment,” by Robyn Trippany Simmons, Tiffany Rush-Wilson, and Breyan Haizlip from Online Counselor Education: A Guide for Students edited by Carl J. Sheperis and R.J. Davis

Understanding elements of diversity and how they may impact interaction in the online environment is critical. This chapter from a text published in 2016 helps both instructors and students become familiar with parameters for difficult discussions and potential microaggressions that can occur in an online environment.

How can I prepare students for the real world through online learning?

“Fostering Emotional Intelligence in Online Higher Education Courses,” by Robin Aa. Majeski in Adult Learning , September 2017

Many courses developed to prepare students for the real world have begun to help learners develop emotional intelligence competencies such as emotional self-control, conflict management, teamwork, cultural awareness, and inspirational leadership. This article proposes specific course design and instructional strategies that can foster emotional intelligence in an online learning environment.

Meeting Course Requirements

What if I still need my students to participate in service learning? How do I do that in an online environment?

“Facilitating Service Learning in the Online Technical Communication Classroom,” by Danielle Nielsen in Journal of Technical Writing and Communication , March 2016

Drawing from the author’s experience teaching online technical communication courses with a service-learning component, this article addresses courses where students are required to find service opportunities. The author argues that by implementing service learning into online classrooms and requiring students to locate their own opportunities, students not only build a greater sense of civic engagement because they also they develop a greater sense of responsibility for their own education and the coursework they undertake.

How can Slack complement online instruction?

“Slack It to Me: Complementing LMS With Student-Centric Communications for the Millennial/Post-Millennial Student,” by Spencer M. Ross in Journal of Marketing Education , February 2019

This article first assesses the attitudes and perceptions of widely used learning management systems (LMS) in creating an engaging student learning experience and then discusses the educational uses of Slack, a business communications tool, as an LMS complement. While many LMS platforms present communication challenges for students and instructors, the author finds that Slack positively enhances students’ perceptions of the classroom as a real-world experience, as well as perceived learning outcomes from group work.

Other Considerations

What about ethics in the online learning environment?

“Internet Ethics for Users and Providers,” by Marion G. Ben-Jacob in Journal of Educational Technology Systems , March 2017

While not focused specifically on online teaching, this article deliberates concepts of Internet ethics from the perspectives of user and providers. It discusses concerns of the users from different disciplines, addresses issues and regulations of service providers, and considers matters of privacy. It ends by sharing an exercise for students that promotes awareness of Internet ethics.

Sage, the parent of Social Science Space, is a global academic publisher of books, journals, and library resources with a growing range of technologies to enable discovery, access, and engagement. Believing that research and education are critical in shaping society, 24-year-old Sara Miller McCune founded Sage in 1965. Today, we are controlled by a group of trustees charged with maintaining our independence and mission indefinitely. 

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Thank you for sharing this very informative article! Keep on posting

Though everything cannot be taught online, there is certainly a great value for teaching online. If there was no such option, then the education could have halted for 2 years. Thank you for the helpful answers to make it more effective.

Thank you for sharing this valuable information. I will definitely be implementing it in my classes from now on. I didn’t know that there are types of online education. I will be sharing this with my team.

Oh, thank you for this article. It was very interesting for me to read it. I run my own blog and will definitely mention some things from this article.  Keep on doing useful things further. I will be following your articles!

Informative write-up. Here are some ideas to make online teaching effective and simplify delivery of your virtual lessons.

I’ve been trying to learn this for so long but every time I try I lose interest because the content gets boring or confusing. You totally made me enjoy every bit of it! Thank you!!!      

A very quick guide to configuring Zoom – with screenshots – from a privacy and security mindset may also be helpful.

There’s so much to do in going all virtual, I already put this guide together. Figured I might as well share it with others who care about student privacy but just don’t have time to attend to every little detail.

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Webinar: How to Do Research in a Digital World

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Science & social science, social science bites, the data bulletin.

Social, Behavioral Scientists Eligible to Apply for NSF S-STEM Grants

Solicitations are now being sought for the National Science Foundation’s Scholarships in Science, Technology, Engineering, and Mathematics program, and in an unheralded […]

With COVID and Climate Change Showing Social Science’s Value, Why Cut it Now?

What are the three biggest challenges Australia faces in the next five to ten years? What role will the social sciences play in resolving these challenges? The Academy of the Social Sciences in Australia asked these questions in a discussion paper earlier this year. The backdrop to this review is cuts to social science disciplines around the country, with teaching taking priority over research.

Testing-the-Waters Policy With Hypothetical Investment: Evidence From Equity Crowdfunding

While fundraising is time-consuming and entails costs, entrepreneurs might be tempted to “test the water” by simply soliciting investors’ interest before going through the lengthy process. Digitalization of finance has made it possible for small business to run equity crowdfunding campaigns, but also to initiate a TTW process online and quite easily.

AAPSS Names Eight as 2024 Fellows

The American Academy of Political and Social Science today named seven scholars and one journalist as its 2024 fellows class.

Economist Kaye Husbands Fealing to Lead NSF’s Social Science Directorate

Kaye Husbands Fealing, an economist who has done pioneering work in the “science of broadening participation,” has been named the new leader of the U.S. National Science Foundation’s Directorate for Social, Behavioral and Economic Sciences.

Big Think Podcast Series Launched by Canadian Federation of Humanities and Social Sciences

The Canadian Federation of Humanities and Social Sciences has launched the Big Thinking Podcast, a show series that features leading researchers in the humanities and social sciences in conversation about the most important and interesting issues of our time.

The We Society Explores Intersectionality and Single Motherhood

In a recently released episode of The We Society podcast, Ann Phoenix, a psychologist at University College London’s Institute of Education, spoke […]

Second Edition of ‘The Evidence’ Examines Women and Climate Change

The second issue of The Evidence explores the intersection of gender inequality and the global climate crisis. Author Josephine Lethbridge recounts the […]

New Report Finds Social Science Key Ingredient in Innovation Recipe

A new report from Britain’s Academy of Social Sciences argues that the key to success for physical science and technology research is a healthy helping of relevant social science.

Too Many ‘Gray Areas’ In Workplace Culture Fosters Racism And Discrimination

The new president of the American Sociological Association spent more than 10 years interviewing over 200 Black workers in a variety of roles – from the gig economy to the C-suite. I found that many of the problems they face come down to organizational culture. Too often, companies elevate diversity as a concept but overlook the internal processes that disadvantage Black workers.

A Social Scientist Looks at the Irish Border and Its Future

‘What Do We Know and What Should We Do About the Irish Border?’ is a new book from Katy Hayward that applies social science to the existing issues and what they portend.

Brexit and the Decline of Academic Internationalism in the UK

Brexit seems likely to extend the hostility of the UK immigration system to scholars from European Union countries — unless a significant change of migration politics and prevalent public attitudes towards immigration politics took place in the UK. There are no indications that the latter will happen anytime soon.

Brexit and the Crisis of Academic Cosmopolitanism

A new report from the Royal Society about the effects on Brexit on science in the United Kingdom has our peripatetic Daniel Nehring mulling the changes that will occur in higher education and academic productivity.

Interorganizational Design for Collaborative Governance in Co-Owned Major Projects: An Engaged Scholarship Approach

Large projects co-owned by several organizations with separate, perhaps competing, interests and values are characterized by complexity and are not served well […]

Uncharted Waters: Researching Bereavement in the Workplace

To me, one of the most surprising things about bereavement is its complexity and that it can last far longer than expected. This is challenging to navigate at work where, unless it was a coworker’s death, no one else’s world has changed.

The Power of Fuzzy Expectations: Enhancing Equity in Australian Higher Education

Having experienced firsthand the transformational power of education, the authors wanted to shed light on the contemporary challenges faced by regional and remote university students.

Political theorist and public intellectual Achille Mbembe, among the most read and cited scholars from the African continent, has been awarded the 2024 Holberg Prize.

Edward Webster, 1942-2024: South Africa’s Pioneering Industrial Sociologist

Eddie Webster, sociologist and emeritus professor at the Southern Centre for Inequality Studies at the University of the Witwatersrand in South Africa, died on March 5, 2024, at age 82.

Charles V. Hamilton, 1929-2023: The Philosopher Behind ‘Black Power’

Political scientist Charles V. Hamilton, the tokenizer of the term ‘institutional racism,’ an apostle of the Black Power movement, and at times deemed both too radical and too deferential in how to fight for racial equity, died on November 18, 2023. He was 94.

National Academies Seeks Experts to Assess 2020 U.S. Census

The National Academies’ Committee on National Statistics seeks nominations for members of an ad hoc consensus study panel — sponsored by the U.S. Census Bureau — to review and evaluate the quality of the 2020 Census.

Will the 2020 Census Be the Last of Its Kind?

Could the 2020 iteration of the United States Census, the constitutionally mandated count of everyone present in the nation, be the last of its kind?

Will We See A More Private, But Less Useful, Census?

Census data can be pretty sensitive – it’s not just how many people live in a neighborhood, a town, a state or […]

Did the Mainstream Make the Far-Right Mainstream?

The processes of mainstreaming and normalization of far-right politics have much to do with the mainstream itself, if not more than with the far right.

The Use of Bad Data Reveals a Need for Retraction in Governmental Data Bases

Retractions are generally framed as a negative: as science not working properly, as an embarrassment for the institutions involved, or as a flaw in the peer review process. They can be all those things. But they can also be part of a story of science working the right way: finding and correcting errors, and publicly acknowledging when information turns out to be incorrect.

You’ve likely heard the hype around artificial intelligence, or AI, but do you find ChatGPT genuinely useful in your professional life? A free course offered by Sage Campus could change all th

The Importance of Using Proper Research Citations to Encourage Trustworthy News Reporting

Based on a study of how research is cited in national and local media sources, Andy Tattersall shows how research is often poorly represented in the media and suggests better community standards around linking to original research could improve trust in mainstream media.

Research Integrity Should Not Mean Its Weaponization

Commenting on the trend for the politically motivated forensic scrutiny of the research records of academics, Till Bruckner argues that singling out individuals in this way has a chilling effect on academic freedom and distracts from efforts to address more important systemic issues in research integrity.

What Do We Know about Plagiarism These Days?

In the following Q&A, Roger J. Kreuz, a psychology professor who is working on a manuscript about the history and psychology of plagiarism, explains the nature and prevalence of plagiarism and the challenges associated with detecting it in the age of AI.

Webinar: iGen: Decoding the Learning Code of Generation Z

As Generation Z students continue to enter the classroom, they bring with them a host of new challenges. This generation of students […]

Year of Open Science Conference

The Center for Open Science (COS), in collaboration with NASA, is hosting a no-cost, online culminating conference on March 21 and 22 […]

“How to Collaborate Across Paradigms: Embedding Culture in Mixed Methods Designs” is another piece of Sage’s webinar series, How to Do Research […]

Exploring ‘Lost Person Behavior’ and the Science of Search and Rescue

What is the best strategy for finding someone missing in the wilderness? It’s complicated, but the method known as ‘Lost Person Behavior’ seems to offers some hope.

New Opportunity to Support Government Evaluation of Public Participation and Community Engagement Now Open

The President’s Management Agenda Learning Agenda: Public Participation & Community Engagement Evidence Challenge is dedicated to forming a strategic, evidence-based plan that federal agencies and external researchers can use to solve big problems.

Returning Absentee Ballots during the 2020 Election – A Surprise Ending?

One of the most heavily contested voting-policy issues in the 2020 election, in both the courts and the political arena, was the deadline […]

Using Translational Research as a Model for Long-Term Impact

Drawing on the findings of a workshop on making translational research design principles the norm for European research, Gabi Lombardo, Jonathan Deer, Anne-Charlotte Fauvel, Vicky Gardner and Lan Murdock discuss the characteristics of translational research, ways of supporting cross disciplinary collaboration, and the challenges and opportunities of adopting translational principles in the social sciences and humanities.

Addressing the United Kingdom’s Lack of Black Scholars

In the UK, out of 164 university vice-chancellors, only two are Black. Professor David Mba was recently appointed as the first Black vice-chancellor […]

To feel able to contribute to climate action, researchers say they need to know what actions to take, how their institutions will support them and space in their workloads to do it.

Three Decades of Rural Health Research and a Bumper Crop of Insights from South Africa

A longitudinal research project project covering 31 villages in rural South Africa has led to groundbreaking research in many fields, including genomics, HIV/Aids, cardiovascular conditions and stroke, cognition and aging.

Why Social Science? Because It Makes an Outsized Impact on Policy

Euan Adie, founder of Altmetric and Overton and currently Overton’s managing director, answers questions about the outsized impact that SBS makes on policy and his work creating tools to connect the scholarly and policy worlds.

A Behavioral Scientist’s Take on the Dangers of Self-Censorship in Science

The word censorship might bring to mind authoritarian regimes, book-banning, and restrictions on a free press, but Cory Clark, a behavioral scientist at […]

Infrastructure

New Funding Opportunity for Criminal and Juvenile Justice Doctoral Researchers

A new collaboration between the National Institute of Justice (NIJ) and the U.S. National Science Foundation has founded the Graduate Research Fellowship […]

To Better Forecast AI, We Need to Learn Where Its Money Is Pointing

By carefully interrogating the system of economic incentives underlying innovations and how technologies are monetized in practice, we can generate a better understanding of the risks, both economic and technological, nurtured by a market’s structure.

There’s Something in the Air, Part 2 – But It’s Not a Miasma

Robert Dingwall looks at the once dominant role that miasmatic theory had in public health interventions and public policy.

The Fog of War

David Canter considers the psychological and organizational challenges to making military decisions in a war.

A Community Call: Spotlight on Women’s Safety in the Music Industry 

Women’s History Month is, when we “honor women’s contributions to American history…” as a nation. Author Andrae Alexander aims to spark a conversation about honor that expands the actions of this month from performative to critical

Philip Rubin: FABBS’ Accidental Essential Man Linking Research and Policy

As he stands down from a two-year stint as the president of the Federation of Associations in Behavioral & Brain Sciences, or FABBS, Social Science Space took the opportunity to download a fraction of the experiences of cognitive psychologist Philip Rubin, especially his experiences connecting science and policy.

How Intelligent is Artificial Intelligence?

Cryptocurrencies are so last year. Today’s moral panic is about AI and machine learning. Governments around the world are hastening to adopt […]

Why Don’t Algorithms Agree With Each Other?

David Canter reviews his experience of filling in automated forms online for the same thing but getting very different answers, revealing the value systems built into these supposedly neutral processes.

A Black History Addendum to the American Music Industry

The new editor of the case study series on the music industry discusses the history of Black Americans in the recording industry.

When University Decolonization in Canada Mends Relationships with Indigenous Nations and Lands

Community-based work and building and maintaining relationships with nations whose land we live upon is at the heart of what Indigenizing is. It is not simply hiring more faculty, or putting the titles “decolonizing” and “Indigenizing” on anything that might connect to Indigenous peoples.

Jonathan Breckon On Knowledge Brokerage and Influencing Policy

Overton spoke with Jonathan Breckon to learn about knowledge brokerage, influencing policy and the potential for technology and data to streamline the research-policy interface.

Research for Social Good Means Addressing Scientific Misconduct

Social Science Space’s sister site, Methods Space, explored the broad topic of Social Good this past October, with guest Interviewee Dr. Benson Hong. Here Janet Salmons and him talk about the Academy of Management Perspectives journal article.

NSF Looks Headed for a Half-Billion Dollar Haircut

Funding for the U.S. National Science Foundation would fall by a half billion dollars in this fiscal year if a proposed budget the House of Representatives’ Appropriations Committee takes effect – the first cut to the agency’s budget in several years.

NSF Responsible Tech Initiative Looking at AI, Biotech and Climate

The U.S. National Science Foundation’s new Responsible Design, Development, and Deployment of Technologies (ReDDDoT) program supports research, implementation, and educational projects for multidisciplinary, multi-sector teams

Digital Transformation Needs Organizational Talent and Leadership Skills to Be Successful

Who drives digital change – the people of the technology? Katharina Gilli explains how her co-authors worked to address that question.

Six Principles for Scientists Seeking Hiring, Promotion, and Tenure

The negative consequences of relying too heavily on metrics to assess research quality are well known, potentially fostering practices harmful to scientific research such as p-hacking, salami science, or selective reporting. To address this systemic problem, Florian Naudet, and collegues present six principles for assessing scientists for hiring, promotion, and tenure.

Book Review: The Oxford Handbook of Creative Industries

Candace Jones, Mark Lorenzen, Jonathan Sapsed , eds.: The Oxford Handbook of Creative Industries. Oxford: Oxford University Press, 2015. 576 pp. $170.00, […]

Nobel laureate Daniel Kahneman, whose psychological insights in both the academic and the public spheres revolutionized how we approach economics, has died […]

Canadian Librarians Suggest Secondary Publishing Rights to Improve Public Access to Research

The Canadian Federation of Library Associations recently proposed providing secondary publishing rights to academic authors in Canada.

Webinar: How Can Public Access Advance Equity and Learning?

The U.S. National Science Foundation and the American Association for the Advancement of Science have teamed up present a 90-minute online session examining how to balance public access to federally funded research results with an equitable publishing environment.

• Open Access in the Humanities and Social Sciences in Canada: A Conversation

Five organizations representing knowledge networks, research libraries, and publishing platforms joined the Federation of Humanities and Social Sciences to review the present and the future of open access — in policy and in practice – in Canada

A Former Student Reflects on How Daniel Kahneman Changed Our Understanding of Human Nature

Daniel Read argues that one way the late Daniel Kahneman stood apart from other researchers is that his work was driven by a desire not merely to contribute to a research field, but to create new fields.

Four Reasons to Stop Using the Word ‘Populism’

Beyond poor academic practice, the careless use of the word ‘populism’ has also had a deleterious impact on wider public discourse, the authors argue.

The Added Value of Latinx and Black Teachers

As the U.S. Congress debates the reauthorization of the Higher Education Act, a new paper in Policy Insights from the Behavioral and Brain Sciences urges lawmakers to focus on provisions aimed at increasing the numbers of black and Latinx teachers.

A Collection: Behavioral Science Insights on Addressing COVID’s Collateral Effects

To help in decisions surrounding the effects and aftermath of the COVID-19 pandemic, the the journal ‘Policy Insights from the Behavioral and Brain Sciences’ offers this collection of articles as a free resource.

Susan Fiske Connects Policy and Research in Print

Psychologist Susan Fiske was the founding editor of the journal Policy Insights from the Behavioral and Brain Sciences. In trying to reach a lay audience with research findings that matter, she counsels stepping a bit outside your academic comfort zone.

Mixed Methods As A Tool To Research Self-Reported Outcomes From Diverse Treatments Among People With Multiple Sclerosis

What does heritage mean to you?

Personal Information Management Strategies in Higher Education

Working Alongside Artificial Intelligence Key Focus at Critical Thinking Bootcamp 2022

SAGE Publishing — the parent of Social Science Space – will hold its Third Annual Critical Thinking Bootcamp on August 9. Leaning more and register here

Watch the Forum: A Turning Point for International Climate Policy

On May 13, the American Academy of Political and Social Science hosted an online seminar, co-sponsored by SAGE Publishing, that featured presentations […]

Event: Living, Working, Dying: Demographic Insights into COVID-19

On Friday, April 23rd, join the Population Association of America and the Association of Population Centers for a virtual congressional briefing. The […]

Connecting Legislators and Researchers, Leads to Policies Based on Scientific Evidence

The author’s team is developing ways to connect policymakers with university-based researchers – and studying what happens when these academics become the trusted sources, rather than those with special interests who stand to gain financially from various initiatives.

Involving patients – or abandoning them?

The Covid-19 pandemic seems to be subsiding into a low-level endemic respiratory infection – although the associated pandemics of fear and action […]

Public Policy

Jane M. Simoni Named New Head of OBSSR

Clinical psychologist Jane M. Simoni has been named to head the U.S. National Institutes of Health’s Office of Behavioral and Social Sciences Research

Canada’s Federation For Humanities and Social Sciences Welcomes New Board Members

Annie Pilote, dean of the faculty of graduate and postdoctoral studies at the Université Laval, was named chair of the Federation for the Humanities and Social Sciences at its 2023 virtual annual meeting last month. Members also elected Debra Thompson as a new director on the board.

Britain’s Academy of Social Sciences Names Spring 2024 Fellows

Forty-one leading social scientists have been named to the Spring 2024 cohort of fellows for Britain’s Academy of Social Sciences.

National Academies Looks at How to Reduce Racial Inequality In Criminal Justice System

To address racial and ethnic inequalities in the U.S. criminal justice system, the National Academies of Sciences, Engineering and Medicine just released “Reducing Racial Inequality in Crime and Justice: Science, Practice and Policy.”

Survey Examines Global Status Of Political Science Profession

The ECPR-IPSA World of Political Science Survey 2023 assesses political science scholar’s viewpoints on the global status of the discipline and the challenges it faces, specifically targeting the phenomena of cancel culture, self-censorship and threats to academic freedom of expression.

Report: Latest Academic Freedom Index Sees Global Declines

The latest update of the global Academic Freedom Index finds improvements in only five countries

The Risks Of Using Research-Based Evidence In Policymaking

With research-based evidence increasingly being seen in policy, we should acknowledge that there are risks that the research or ‘evidence’ used isn’t suitable or can be accidentally misused for a variety of reasons. 

Surveys Provide Insight Into Three Factors That Encourage Open Data and Science

Over a 10-year period Carol Tenopir of DataONE and her team conducted a global survey of scientists, managers and government workers involved in broad environmental science activities about their willingness to share data and their opinion of the resources available to do so (Tenopir et al., 2011, 2015, 2018, 2020). Comparing the responses over that time shows a general increase in the willingness to share data (and thus engage in Open Science).

Unskilled But Aware: Rethinking The Dunning-Kruger Effect

As a math professor who teaches students to use data to make informed decisions, I am familiar with common mistakes people make when dealing with numbers. The Dunning-Kruger effect is the idea that the least skilled people overestimate their abilities more than anyone else. This sounds convincing on the surface and makes for excellent comedy. But in a recent paper, my colleagues and I suggest that the mathematical approach used to show this effect may be incorrect.

Maintaining Anonymity In Double-Blind Peer Review During The Age of Artificial Intelligence

The double-blind review process, adopted by many publishers and funding agencies, plays a vital role in maintaining fairness and unbiasedness by concealing the identities of authors and reviewers. However, in the era of artificial intelligence (AI) and big data, a pressing question arises: can an author’s identity be deduced even from an anonymized paper (in cases where the authors do not advertise their submitted article on social media)?

Hype Terms In Research: Words Exaggerating Results Undermine Findings

The claim that academics hype their research is not news. The use of subjective or emotive words that glamorize, publicize, embellish or exaggerate results and promote the merits of studies has been noted for some time and has drawn criticism from researchers themselves. Some argue hyping practices have reached a level where objectivity has been replaced by sensationalism and manufactured excitement. By exaggerating the importance of findings, writers are seen to undermine the impartiality of science, fuel skepticism and alienate readers.

Five Steps to Protect – and to Hear – Research Participants

Jasper Knight identifies five key issues that underlie working with human subjects in research and which transcend institutional or disciplinary differences.

New Tool Promotes Responsible Hiring, Promotion, and Tenure in Research Institutions

Modern-day approaches to understanding the quality of research and the careers of researchers are often outdated and filled with inequalities. These approaches […]

There’s Something In the Air…But Is It a Virus? Part 1

The historic Hippocrates has become an iconic figure in the creation myths of medicine. What can the body of thought attributed to him tell us about modern responses to COVID?

Alex Edmans on Confirmation Bias 

n this Social Science Bites podcast, Edmans, a professor of finance at London Business School and author of the just-released “May Contain Lies: How Stories, Statistics, and Studies Exploit Our Biases – And What We Can Do About It,” reviews the persistence of confirmation bias even among professors of finance.

Alison Gopnik on Care

Caring makes us human.  This is one of the strongest ideas one could infer from the work that developmental psychologist Alison Gopnik is discovering in her work on child development, cognitive economics and caregiving.

Tejendra Pherali on Education and Conflict

Tejendra Pherali, a professor of education, conflict and peace at University College London, researches the intersection of education and conflict around the world.

Gamification as an Effective Instructional Strategy

Gamification—the use of video game elements such as achievements, badges, ranking boards, avatars, adventures, and customized goals in non-game contexts—is certainly not a new thing.

Harnessing the Tide, Not Stemming It: AI, HE and Academic Publishing

Who will use AI-assisted writing tools — and what will they use them for? The short answer, says Katie Metzler, is everyone and for almost every task that involves typing.

Immigration Court’s Active Backlog Surpasses One Million

In the first post from a series of bulletins on public data that social and behavioral scientists might be interested in, Gary Price links to an analysis from the Transactional Records Access Clearinghouse.

Webinar Discusses Promoting Your Article

The next in SAGE Publishing’s How to Get Published webinar series focuses on promoting your writing after publication. The free webinar is set for November 16 at 4 p.m. BT/11 a.m. ET/8 a.m. PT.

Webinar Examines Open Access and Author Rights

The next in SAGE Publishing’s How to Get Published webinar series honors International Open Access Week (October 24-30). The free webinar is […]

Ping, Read, Reply, Repeat: Research-Based Tips About Breaking Bad Email Habits

At a time when there are so many concerns being raised about always-on work cultures and our right to disconnect, email is the bane of many of our working lives.

New Dataset Collects Instances of ‘Contentious Politics’ Around the World

The European Research Center is funding the Global Contentious Politics Dataset, or GLOCON, a state-of-the-art automated database curating information on political events — including confrontations, political turbulence, strikes, rallies, and protests

Matchmaking Research to Policy: Introducing Britain’s Areas of Research Interest Database

Kathryn Oliver discusses the recent launch of the United Kingdom’s Areas of Research Interest Database. A new tool that promises to provide a mechanism to link researchers, funders and policymakers more effectively collaboratively and transparently.

Watch The Lecture: The ‘E’ In Science Stands For Equity

According to the National Science Foundation, the percentage of American adults with a great deal of trust in the scientific community dropped […]

Watch a Social Scientist Reflect on the Russian Invasion of Ukraine

“It’s very hard,” explains Sir Lawrence Freedman, “to motivate people when they’re going backwards.”

Dispatches from Social and Behavioral Scientists on COVID

Has the ongoing COVID-19 pandemic impacted how social and behavioral scientists view and conduct research? If so, how exactly? And what are […]

Contemporary Politics Focus of March Webinar Series

This March, the Sage Politics team launches its first Politics Webinar Week. These webinars are free to access and will be delivered by contemporary politics experts —drawn from Sage’s team of authors and editors— who range from practitioners to instructors.

New Thought Leadership Webinar Series Opens with Regional Looks at Research Impact

Research impact will be the focus of a new webinar series from Epigeum, which provides online courses for universities and colleges. The […]

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Student Opinion

Is Online Learning Effective?

A new report found that the heavy dependence on technology during the pandemic caused “staggering” education inequality. What was your experience?

By Natalie Proulx

During the coronavirus pandemic, many schools moved classes online. Was your school one of them? If so, what was it like to attend school online? Did you enjoy it? Did it work for you?

In “ Dependence on Tech Caused ‘Staggering’ Education Inequality, U.N. Agency Says ,” Natasha Singer writes:

In early 2020, as the coronavirus spread, schools around the world abruptly halted in-person education. To many governments and parents, moving classes online seemed the obvious stopgap solution. In the United States, school districts scrambled to secure digital devices for students. Almost overnight, videoconferencing software like Zoom became the main platform teachers used to deliver real-time instruction to students at home. Now a report from UNESCO , the United Nations’ educational and cultural organization, says that overreliance on remote learning technology during the pandemic led to “staggering” education inequality around the world. It was, according to a 655-page report that UNESCO released on Wednesday, a worldwide “ed-tech tragedy.” The report, from UNESCO’s Future of Education division, is likely to add fuel to the debate over how governments and local school districts handled pandemic restrictions, and whether it would have been better for some countries to reopen schools for in-person instruction sooner. The UNESCO researchers argued in the report that “unprecedented” dependence on technology — intended to ensure that children could continue their schooling — worsened disparities and learning loss for hundreds of millions of students around the world, including in Kenya, Brazil, Britain and the United States. The promotion of remote online learning as the primary solution for pandemic schooling also hindered public discussion of more equitable, lower-tech alternatives, such as regularly providing schoolwork packets for every student, delivering school lessons by radio or television — and reopening schools sooner for in-person classes, the researchers said. “Available evidence strongly indicates that the bright spots of the ed-tech experiences during the pandemic, while important and deserving of attention, were vastly eclipsed by failure,” the UNESCO report said. The UNESCO researchers recommended that education officials prioritize in-person instruction with teachers, not online platforms, as the primary driver of student learning. And they encouraged schools to ensure that emerging technologies like A.I. chatbots concretely benefited students before introducing them for educational use. Education and industry experts welcomed the report, saying more research on the effects of pandemic learning was needed. “The report’s conclusion — that societies must be vigilant about the ways digital tools are reshaping education — is incredibly important,” said Paul Lekas, the head of global public policy for the Software & Information Industry Association, a group whose members include Amazon, Apple and Google. “There are lots of lessons that can be learned from how digital education occurred during the pandemic and ways in which to lessen the digital divide. ” Jean-Claude Brizard, the chief executive of Digital Promise, a nonprofit education group that has received funding from Google, HP and Verizon, acknowledged that “technology is not a cure-all.” But he also said that while school systems were largely unprepared for the pandemic, online education tools helped foster “more individualized, enhanced learning experiences as schools shifted to virtual classrooms.” ​Education International, an umbrella organization for about 380 teachers’ unions and 32 million teachers worldwide, said the UNESCO report underlined the importance of in-person, face-to-face teaching. “The report tells us definitively what we already know to be true, a place called school matters,” said Haldis Holst, the group’s deputy general secretary. “Education is not transactional nor is it simply content delivery. It is relational. It is social. It is human at its core.”

Students, read the entire article and then tell us:

What findings from the report, if any, surprised you? If you participated in online learning during the pandemic, what in the report reflected your experience? If the researchers had asked you about what remote learning was like for you, what would you have told them?

At this point, most schools have returned to in-person teaching, but many still use technology in the classroom. How much tech is involved in your day-to-day education? Does this method of learning work well for you? If you had a say, would you want to spend more or less time online while in school?

What are some of the biggest benefits you have seen from technology when it comes to your education? What are some of the biggest drawbacks?

Haldis Holst, UNESCO’s deputy general secretary, said: “The report tells us definitively what we already know to be true, a place called school matters. Education is not transactional nor is it simply content delivery. It is relational. It is social. It is human at its core.” What is your reaction to that statement? Do you agree? Why or why not?

As a student, what advice would you give to schools that are already using or are considering using educational technology?

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.

Find more Student Opinion questions here. Teachers, check out this guide to learn how you can incorporate these prompts into your classroom.

Natalie Proulx joined The Learning Network as a staff editor in 2017 after working as an English language arts teacher and curriculum writer. More about Natalie Proulx

Online schooling is not just for lockdowns. Could it work for your child?

Associate Professor of Education (Adjunct) & Senior Manager (BCE), Charles Sturt University

Senior Lecturer in Health and Physical Education, University of Tasmania

Disclosure statement

Brendon Hyndman is Senior Manager - Research, Innovation and Impact with Brisbane Catholic Education.

Vaughan Cruickshank does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

Charles Sturt University and University of Tasmania provide funding as members of The Conversation AU.

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During COVID almost all Australian students and their families experienced online learning. But while schools have long since gone back to in-person teaching, online learning has not gone away.

What are online schools doing now? What does the research say? And how do you know if they might be a good fit for your child?

Online learning in Australia

Online learning for school students has been around in basic form since the 1990s with the School of the Air and other government-run distance education schools for students who are geographically isolated or can’t attend regular school.

But until the pandemic, online schooling was largely considered a special-case scenario. For example, for students who are in hospital or training as an elite athlete.

While learning in COVID lockdowns was extremely tough, it also showed schools, students and parents the potential benefits of online learning for a wider range of students. This can include greater accessibility (learning from any location) and flexibility (personalised, self-paced learning).

Students who have mental health challenges or who are neurodiverse particularly found learning from home suited them better. There is also less hassle with transport and uniforms.

This has prompted an expansion of online learning options in Australia.

Primary and high school options

Some schools have been developing online subjects and options to sit alongside in-person classes. For example, in New South Wales, Queensland and the Australian Capital Territory, some Catholic schools are using online classes to widen subject choices.

Some private schools have also begun fully online or blended online/in-person programs in the recognition some students prefer to learn largely from home.

There are also specialist courses. For example, Monash University has a free virtual school with revision sessions for Year 12 students.

Read more: Australia has a new online-only private school: what are the options if the mainstream system doesn't suit your child?

What about academic outcomes?

Research on the academic outcomes of distance education students is inconclusive.

For example, a 2019 US study of around 200,000 full-time online primary and secondary students showed they had less learning growth in maths and reading compared to their face-to-face peers.

A 2017 study of primary and high school students in Ohio found reduced academic progress in reading, maths, history and science. Another 2017 US study also found online students had lower graduation rates than their in-person peers.

Research has also found it is difficult to authentically teach practical subjects online such as visual arts, design and technology and physical education.

But a lot of research has been limited to a specific context or has not captured whether online learning principles have been followed. Online teaching approaches need to be different from traditional face-to-face methods.

These include ensuring there is an adequate number of teachers allocated and personalised attention for students, and ways to ensure collaboration between students and parental engagement with the school.

What about wellbeing?

Online schooling approaches are still catching up with the support services provided by in-person schools. This includes access to specialists such as psychologists, nurses and social workers.

Some research has noted concerns about online student engagement , social isolation , sense of belonging and social and emotional development .

But COVID showed schools could address these by starting the school day with wellbeing check-ins or supporting mental health through meditation, deep listening journals and taking nature photos.

Online approaches now also include having mentor teachers or summer programs to meet in-person as well as online clubs for students to socialise with each other.

Read more: As homeschooling numbers keep rising in Australia, is more regulation a good idea?

Is online learning a good fit for your child?

Traditional schooling might still be the best option for families who do not have good internet access, or the flexibility or financial freedom to work from home and support your child.

However, if certain subjects are unavailable, or health, elite sport and distance to school make in-person learning difficult, learning online could be a viable option to consider.

Because online learning tends to be a mix of live lessons and self-paced learning, online students need to be independent, motivated and organised to succeed.

The best online learning programs to look out for are those that provide a lot of opportunities for students to learn from each other.

Online learning should also include an active teacher presence, wellbeing support, and quality, interactive digital resources. There should also be flexible approaches to learning and assessment.

• Secondary education
• Primary school
• distance education

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

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

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

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

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

Continue reading or jump ahead: 

• Types of online learning  

Synchronous learning

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

• Gamification  
• Isolation  
• Lack of motivation 

Time management 

Distractions .

• Technical issues  
• Communication 

Personal barriers 

Overview of top solutions to overcome online learning challenges.

Check out: Thinkific Online Learning Trends 2024

What is online learning?

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

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

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

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

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

Types of online learning 

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

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

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

Here are some other common forms of online learning: 

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

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

Top challenges with online learning 

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

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

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

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

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

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

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

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

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

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

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

Gamification 

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

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

Related: Top Advantages and Disadvantages of Mobile Learning

Problems faced by students in online classes

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

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

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

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

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

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

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

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

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

Lack of motivation

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Technical issues 

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

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

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

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

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

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

Communication

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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80+ Remote Learning Survey Questions for Students, Teachers, and Parents

18 October 2023

Table Of Contents

• Distance learning survey questions for Students
• Distance learning survey questions for Teachers
• Distance learning survey questions for Parents

Are you a school or university that’s transitioned to remote learning (or distance learning) during the Covid-19 pandemic? Looking to measure the effectiveness and experience of remote education? Remote learning (or distance learning) surveys can help! Remote learning survey questions help you improve student engagement and understand the challenges associated with remote learning. For example, the employees may want to customize the training schedules based on the shift plans . Or they may want to add case studies and simulations that they can solve as a team. A survey is a great way to create an effective remote training program.

In this article, we’ve put together a list of the 80 best remote learning survey questions you can ask students, parents, and teachers to optimize and design effective learning experiences.

Here’s everything we’ll cover:

47 Remote Learning Survey Questions for Students

• 27 Remote Learning Survey Questions for Parents
• 13 Remote Learning Survey Questions for Teachers

Learn about your students’ challenges and the effectiveness of your remote learning programs and resources with our list of the best remote learning survey questions for students:

• On a scale of 1 to 10, rate your overall remote learning experience?
• How stressful is remote learning for you during the Covid-19 pandemic?
• Is this remote learning program working for you?
• Do you enjoy learning remotely?
• How peaceful is the environment at home while learning remotely?
• Are you able to keep up with the number of hours you committed to each week?
• How well could you manage your time while learning remotely?
• How well is the online curriculum working for you?
• Are you satisfied with the technology and software you are using for remote learning?
• How important is face-to-face communication for you while learning remotely?
• How often do you talk to your {school/university name} classmates?
• Do you have access to a device for learning online?
• How often do you have 1-1 discussions with your teachers?
• How helpful are your teachers while learning online?
• What type of device do you use for remote learning? (smartphone, desktop, tablet, etc.)
• How much time do you spend each day on remote learning?
• How effective has remote learning been for you?
• Why are you using remote learning?
• Are there any challenges that might prevent you from staying?
• How often do you hear from your teachers when learning remotely?
• Are there teachers you can go to for help if you need it?
• How helpful has {school or university name} been in providing you with the resources to learn from home?
• How sure are you that you can do well?
• Are you getting all the help you need with your coursework?
• What has been the hardest part about completing your coursework?
• How difficult or easy is it for you to connect to the internet to access your coursework?
• When you have your online classes, how often do you have the technology (laptop, tablet, etc) you need?
• What do you not like about your remote learning classes?
• What do you like about your remote learning classes?
• How difficult or easy is it to use remote learning technology (computer, video conferencing tools , online learning software, etc.)?
• How difficult (or easy) is it to stay focused on your coursework?
• What does this teacher do to make this class engaging?
• How much effort are you putting into your online classes?
• How difficult (or easy) is it to try hard on your coursework?
• What projects or activities do you find the most engaging in this class?
• How do you know when you are engaged in your online classes?
• If you were teaching an online class yourself, what is the one thing you would do to make it more engaging?
• Which aspects of your online class have you found the least engaging?
• What are the most engaging activities that happen in this class?
• How often are you so focused in your online classes that you lose track of time?
• How eager are you to participate in your online classes?
• If you have missed any online classes recently, why did you miss them?
• How excited are you about attending your online classes?
• Overall, how interested are you in your online classes?
• How else would you like to be learning?
• How happy are you with the amount of time you spend speaking with your teacher?
• Do you have any suggestions for us? Anything you would like to see offered or done differently?

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27 Remote Learning Survey Questions for Teachers

To help your teachers give their best and succeed in remote learning, here are the top remote survey questions for teachers:

• How stressful do you find teaching remotely during the pandemic?
• How stressful are your students while learning remotely during the pandemic?
• Are you enjoying teaching remotely?
• How well could you maintain a work-life balance while teaching remotely?
• How was your experience teaching your students from home as compared to teaching them at school?
• Approximately how long has your work taken you each day?
• How challenging has the work been for you?
• Do you have access to a device for online teaching?
• How many of your students regularly participated in your online classes in the past few weeks?
• Do you have high-speed internet at home?
• How helpful has {school or university name} been in offering you the resources to teach from home?
• What device do you use for online teaching?
• Are you satisfied with the technology and software you are using for online teaching?
• How is {school or university name} delivering remote learning?
• What kind of response have you received from your students so far?
• How helpful have your coworkers been while teaching online?
• What specific task have you found the most challenging?
• How ideal is your home environment for teaching remotely?
• Are your students learning better after switching to remote learning?
• How often do you have 1-1 discussions with your students?
• How helpful have parents been while supporting their children’s remote learning?
• Is there anything you would like to share about student engagement?
• How important is face-to-face communication for you while teaching remotely?
• How engaged have students been in your online classes in the past few weeks?
• What types of tasks have you found the most interesting and enjoyable?
• How can {school or university name} support you further?
• Do you have any suggestions to help improve the whole process of working from home?

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13 Remote Learning Survey Questions for Parents

Measure the parents’ or caregiver’s satisfaction with your online learning programs and more with our list of remote learning survey questions for parents:

• Do all the members of your family work?
• How soon would you like your child to return to in-person learning full-time?
• How satisfied are you with the software and platforms used for remote learning?
• What more can {school or university name} do to improve your child’s remote learning initiatives?
• How concerned are you about your child’s social-emotional health and development?
• How difficult or easy is it for your child to use remote learning tools and platforms?
• Are you confident your child will make sufficient progress through remote learning?
• How satisfied are you with the way your child’s course has been structured and delivered?
• On a scale of 1 to 10, how do you rate the communication between students and teachers?
• How confident are you in your ability to support your child’s remote education?
• Does your child have the necessary tools available for coursework?
• How confident are you that teachers can motivate students to learn effectively?
• is there anything you would like us to know about your family’s needs or preferences?

Final thoughts

Remote or distance learning surveys can help provide you with all the insights you need to make necessary adjustments. The above questions will help you quickly gather and take action on feedback from students, teachers, and parents.

If you’re looking to create pleasant experiences and get more responses from your surveys, take the conversational way and give SurveySparrow a whirl today!

Have you got any questions on creating remote learning surveys? Got any tips or hacks for conducting effective distance learning surveys? Let us know in the comment section below.

Looking for a survey platform that makes it easy and effective to conduct remote learning surveys? Wondering whether SurveySparrow is the right fit for conducting distance learning surveys? Reach out to us for a free, personalized demo!

I'm a developer turned marketer, working as a Product Marketer at SurveySparrow — A survey tool that lets anyone create beautiful, conversational surveys people love to answer.

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How Do Online Classes Work? 10 Frequently Asked Questions About Online Education 2024

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Students are increasingly choosing to study online, and the trend has increased significantly during the pandemic. One reason for this growth can be attributed to the flexibility offered by online classes and programs, which allows students to study and work at the same time. Many of these online programs are very affordable. Which means that students graduate with little or no college debt, especially if they are working. Some schools even offer 1-year online masters degrees . However, just like traditional colleges, online colleges have policies and rules that students have to follow. If you are considering an online college, do thorough research and find out as much as you can about the college and how online classes work. If you do decide online is the right choice for you, here is a ranking of online colleges with no application fees .

Here are the top 10 frequently asked questions regarding online education, including how online classes work. 

How do online classes work: Is online college right for me?

One of the very first questions to ask is whether an online college is right for you. Different students have different career goals and come from diverse backgrounds. That means their needs from an educational institute will differ as well. The one-size-fits-all solution of online classes may not suit all students. With the online options, students now have many more choices to pursue a college education. 

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To determine whether online education is right for you, you have to research what each college offers. Depending on the degree you choose and the level of education, you will have to complete all courses and meet degree requirements. It is important to ask the enrollment counselor how online classes work, how long the entire program will take, and whether there is room for flexibility. You might even want to check out online classes for free . This could help you decide whether or not the format is a good fit.

Despite a flexible format, online programs follow the same academic rigor as on-campus students. Students will have to be very organized and motivated to succeed in an online program. Those who need extra learning support will excel in a college that provides robust support for students taking online classes. 

Along with self-discipline, the teaching style and delivery of lessons may also affect student performance. Recorded lectures characteristic of online classes may be boring, but they may work for students signing up for an asynchronous format. Students who can manage a cohort and more participation may find Zoom lessons easier to manage.  All they need is a place to work, with privacy and a reliable wi-fi connection.

What degrees are offered through online classes? 

One of the other important questions to ask about online college is whether the school offers degrees that match your long-term goals. While online schools provide students the flexibility to study from anywhere and around their own schedules, they need to have the right degree for each student. You will find that the various online undergraduate, graduate, and certificate programs make it easy to earn a focused degree when you ask how do online classes work. A quick look at the degrees available via online classes:

Degrees offered through online courses can include: 

• Associate’s – An associate degree is an undergraduate degree earned after a high school diploma, GED, or matriculation and before a bachelor’s degree. 
• Bachelor’s – A bachelor’s degree includes BA, BS and BFAs and is awarded upon completion of a course of academic study lasting three to four years. 
• Master’s – A master’s degree awarded upon completion of a two-year academic course of study. Students with a bachelor’s degree can apply. 
• Doctorate – A doctorate degree is awarded to students who hold a graduate degree. It qualifies the students to teach at the university level.
• Certificate – A certificate program is a short academic program that provides specialized training for students to get into a specific job quickly. 
• Diploma – Diploma programs are typically short courses that lead to vocational, undergraduate, and graduate credentials. 
• Non-Degree Courses – Non-degree courses are short online courses that provide students with additional knowledge in their fields of study. 
• Graduate Certificates – A graduate certificate is awarded upon completion of specialized training at the college or university level. 

Is the college offering online classes accredited?  

Accreditation ranks among the most important questions to ask about online college classes. Every student should consider and research if they are choosing the right college and a legitimate institution. Online programs have grown in demand and popularity, but only accredited online colleges ensure that a quality academic institution awards the degree.

Accredited online schools have allowed students to break through many barriers via online classes. Now students can attend any school of their choice regardless of where they are located. They are more affordable, so they do not have to incur heavy college debts. Constraints like the high cost of college, living in rural or remote areas that lack good colleges, or any for that matter, are no longer barriers to higher education, thanks to the availability of online classes. Students who need to start working right after high school or be caregivers for a family member can now continue with their higher education without gaps in their resumes. 

Accreditation is an important criterion since it ensures that the online degree programs from the university meet specific quality standards, including those that relate to the school’s learning management system. To receive accreditation, online degree programs undergo a review process conducted by several non-governmental and nonprofit organizations. All of the schools featured in our rankings, like this one featuring the best online phd in organizational leadership programs , are regionally accredited

What are the credentials of the school’s faculty?

If you are wondering about how online classes work, also consider the school’s professional reputation and ranking. The faculty qualifications and experience are a big part of these rankings. Take a look at the faculty page of each school’s website to see what the overall faculty profile for online college classes is like. Then delve deeper into the departmental faculty profiles to see teacher qualifications for the subjects and fields you are interested in. It will give you a good idea of the quality of education you will receive from the school’s online degree programs. Faculty support and interaction go a long way to ensure student success in online college classes. 

What is the job placement rate for online degree programs?

The goal of higher education is to earn knowledge and also prepare for the workforce. Leading accredited schools and universities have a robust placement program that helps students get into jobs right after graduation. They work with seniors to prepare them for applications and interviews. Most schools have a partnership with local and national businesses where they can try and place students. The process is even more important for degrees that have a vocational or professional bent. Some online schools have a dedicated placement department to train students for specific industries. They have a high success rate of their students getting into entry-level jobs and rising fast in their areas of work. 

How do online classes work when it comes to format and flexibility?

Among the questions to ask about online college classes, students must ask what type of learning platforms they offer to host their online classes. Are these learning management systems flexible and user-friendly? Are these totally online, or are campus visits required? Some students may prefer their schools to be totally online, while others may seek some access to a nearby campus. Some programs let you earn your degree faster thanks to online accelerated associate degree programs . Whatever questions students may have, it is good to make a list and ask them before enrollment to avoid surprises later. Typically, once you fill out a form, an enrollment advisor will be assigned to you, so make sure you take advantage of that and ask all the relevant questions needed to make an informed decision about your online learning options. 

What about extra support and student services while attending online college classes?

One of the most important features that separate a good college from a not-so-good one is the kind of support it provides for its students. It is even more important that they have robust support for their online students who are studying remotely in online classes. These are students who will need emotional and academic support from their teachers as well as peers. Another source of online learning help they will need is from the IT departments of each school in case their laptops or other devices crash or if they have internet issues. Without a strong internet connection and a fast-performing device, they will not be able to attend classes regularly, finish their assignments on time or take tests when needed. So, figuring out what college resources they can access online is very important. 

Are there opportunities to accelerate/stretch online degree programs? 

If you are looking for accelerated programs online, then look for schools that offer this option. Many online programs that are designed with working adults in mind offer accelerated programs online. The availability of these online learning options means that students can take more classes in a shorter period of time to graduate earlier than traditional students. 

At the graduate level, many schools waive the first year of study for students who come from the same field and allow them to get their master’s degree in approximately one year. The undergraduate degree works as the foundational knowledge for the degree. In the same way, those who hold a two-year associate degree can look for colleges that waive them off the undergraduate requote so that they can earn their bachelor’s degree a year or two early. Since these take less time to complete, they are often more affordable than the regular degree programs, even online ones. 

Accredited online schools that offer accelerated programs do not compromise the quality of education. Students can identify and choose a program that best suits their needs, interests, and career goals. They are known for the quality of the program, flexibility, and delivery of their programs. Their high academic standards equip students with the skills they need to excel in their online classes and in their respective fields. 

Does the school accept transfer credits toward online degree programs? 

Students must do thorough research about the admissions process when they consider the questions to ask about online college. If one hasn’t completed an associate, bachelor’s, or master’s degree, then online college makes it easy for them to do so. However, if they have completed an associate or bachelor’s degree, then transferring those credits for the next level degree like a master’s will be much easier. In fact, if the school accepts transfer credits toward thier online degree programs, then students can save time and money by receiving credit due to their previous college experience. 

The commonly accepted routes for credit transfers are:

• Previous academic work
• Certificates
• ACE courses
• Military training
• Life experience
• Other forms of lifelong learning

The number of credits that can be transferred differs from one school to the other. Students may transfer up to a maximum of 45 credit hours if they are applying at the associate level. Undergraduate students applying at the bachelor’s level have the opportunity to transfer up to 90 credit hours. Many types of prior learning are considered and respected by the leading online schools. If you want to continue learning online, check out our ranking of the top 10 most affordable online colleges for transfer students . Students who wish to learn more can complete a request for additional information by filling up a form or sending an email to the enrollment office. 

The admissions page on the school’s website may also list what is eligible. These include:

• Admission criteria and admission process (often at no cost).
• Completion of a transfer credit evaluation application.
• Students have to provide transcripts/proof of their prior learning.
• They also have the option to complete a Prior Learning Assessment (PLA) portfolio for additional credit.

What about financial aid and tuition costs?

Along with asking how do online classes work, students also need to consider cost questions to ask about online college. The cost of online degree programs is an important consideration and can include a variety of items, including unexpected or hidden costs. By understanding college costs, students can compare schools and explore options of applying for the best college with lower costs, which include more than tuition and room and board. To understand the process better, students need to get an idea of the overall cost of attendance. This includes: 

One of the key cost factors includes tuition, which is the cost of taking online courses, and these costs vary by school.

Along with the tuition for online classes, you will find a fee attached to each credit or semester cost. These typically include activity fees, technology, or parking fees. Students must ensure that the colleges and career schools provide a clear statement of their tuition and fees.

Then there is the cost of room and board, which means lodging and food expenses which also vary by school.

Books and school supplies also form a considerable expense item, even for online classes. These include all textbooks and reference materials, book bags, pens and pencils, notebooks, paper, computer paper, folders, trays, and pen holders, along with other desk accessories.

Travel and miscellaneous expenses can be listed for students who commute to school, including all kinds of transportation costs. Those who live on campus may travel during school breaks. Miscellaneous expenses include clothing, cleaning, technology, entertainment, and mobile phone costs, among others.

Equipment and room materials might include a computer/laptop and printer, tablets, reading lamps, sheets, towels, and other linens. It may also include kitchen items like a microwave, hotplate, and refrigerator. Colleges often attempt to mitigate the cost of the most commonly needed expensive items. For instance many online colleges offering affordable programs give students a free laptop .

A detailed chat with the admissions or enrollment advisor will make a lot of these expenses associated with online classes clear. 

Sources: 

Federal Student Aid U.S. News & World Report National Center for Education Statistics 

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Distance learning survey for students: Tips & examples

The COVID-19 pandemic changed learning in many unprecedented ways. Students had to not just move to online learning but also keep a social distance from their friends and family. A student interest survey helps customize teaching methods and curriculum to make learning more engaging and relevant to students’ lives. It was quite challenging for some to adjust to the ‘new normal’ and missed the in-person interaction with their teachers. For some, it simply meant spending more time with the parents.

Schools need to know how students feel about distance education and learn more about their experiences. To collect data, they can send out a survey on remote learning for students. Once they have the results, the management team can know what students like in the existing setup and what they would like to change.

The classroom response system allowed students to answer multiple-choice questions and engage in real-time discussions instantly.

Here are the examples of class survey questions of distance learning survey for students you must ask to collect their feedback.

LEARN ABOUT:  Testimonial Questions

Examples of distance learning survey questions for students

1. How do you feel overall about distance education?

• Below Average

This question collects responses about the overall experience of the students regarding online education. Schools can use this data to decide whether they should continue with teaching online or move in-person learning.

2. Do you have access to a device for learning online?

• Yes, but it doesn’t work well
• No, I share with others

Students should have uninterrupted access to a device for learning online. Know if they face any challenges with the device’s hardware quality. Or if they share the device with others in the house and can’t access when they need it.

3. What device do you use for distance learning?

Know whether students use a laptop, desktop, smartphone, or tablet for distance learning. A laptop or desktop would be an ideal choice for its screen size and quality. You can use a multiple-choice question type in your questionnaire for distance education students.

4. How much time do you spend each day on an average on distance education?

Know how much time do students spend while taking an online course. Analyze if they are over-spending time and find out the reasons behind it. Students must allocate some time to play and exercise while staying at home to take care of their health. You can find out from answers to this question whether they spend time on other activities as well.

5. How effective has remote learning been for you?

• Not at all effective
• Slightly effective
• Moderately effective
• Very effective
• Extremely effective

Depending on an individual’s personality, students may like to learn in the classroom with fellow students or alone at home. The classroom offers a more lively and interactive environment, whereas it is relatively calm at home. You can use this question to know if remote learning is working for students or not. 

6. How helpful your [School or University] has been in offering you the resources to learn from home?

• Not at all helpful
• Slightly helpful
• Moderately helpful
• Very helpful
• Extremely helpful

The school management teams need to offer full support to both teachers and students to make distance education comfortable and effective. They should provide support in terms of technological infrastructure and process framework. Given the pandemic situation, schools must allow more flexibility and create lesser strict policies.

7. How stressful is distance learning for you during the COVID-19 pandemic?

Studying in the time of pandemic can be quite stressful, especially if you or someone in the family is not doing well. Measure the stress level of the students and identify ways to reduce it. For instance, you can organize an online dance party or a lego game. The responses to this question can be crucial in deciding the future course of distance learning. 

8. How well could you manage time while learning remotely? (Consider 5 being extremely well and 1 being not at all)

• Academic schedule

Staying at home all the time and balancing multiple things can be stressful for many people. It requires students to have good time-management skills and self-discipline. Students can rate their experience on a scale of 1-5 and share it with the school authorities. Use a multiple-choice matrix question type for such questions in your distance learning questionnaire for students.

LEARN ABOUT: System Usability Scale

9. Do you enjoy learning remotely?

• Yes, absolutely
• Yes, but I would like to change a few things
• No, there are quite a few challenges
• No, not at all

Get a high-level view on whether students are enjoying learning from home or doing it because they are being forced to do so. Gain insights on how you can improve distance education and make it interesting for them.

10. How helpful are your teachers while studying online?

Distance education lacks proximity with teachers and has its own set of unique challenges. Some students may find it difficult to learn a subject and take more time to understand. This question measures the extent to which students find their teachers helpful.

You can also use a ready-made survey template to save time. The sample questionnaire for students can be easily customized as per your requirements.

USE THIS TEMPLATE

Other important questions of distance learning survey for students

• How peaceful is the environment at home while learning?
•  Are you satisfied with the technology and software you are using for online learning?
• How important is face-to-face communication for you while learning remotely?
• How often do you talk to your [School/University] classmates?
• How often do you have a 1-1 discussion with your teachers?

How to create a survey?

The intent behind creating a remote learning questionnaire for students should be to know how schools and teachers can better support them. Use an online survey software like ours to create a survey or use a template to get started. Distribute the survey through email, mobile app, website, or QR code.

Once you get the survey results, generate reports, and share them with your team. You can also download them in formats like .pdf, .doc, and .xls. To analyze data from multiple resources, you can integrate the survey software with third-party apps.

If you need any help with designing a survey, customizing the look and feel, or deriving insights from it, get in touch with us. We’d be happy to help.

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column | Online Learning

Are colleges ready for an online-education world without opms, online program management companies have helped hundreds of colleges build online degree programs, but the sector is showing signs of strain., by robert ubell (columnist)     apr 22, 2024.

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For more than 15 years, a group of companies known as Online Program Management providers, or OPMs, have been helping colleges build online degree programs. And most of them have relied on an unusual arrangement — where the companies put up the financial backing to help colleges launch programs in exchange for a large portion of tuition revenue.

It’s a model that has long raised eyebrows in higher ed, and now it’s one that is under scrutiny from federal agencies. New regulations under consideration in the U.S. Department of Education could require OPMs to give up revenue-sharing and adopt the more conventional fee-for-service, subscription or other approaches instead.

As a longtime administrator of online programs at colleges, I have mixed feelings about the idea of shutting down the model. And the question boils down to this: Are colleges ready for a world without OPMs?

For one thing, the number of colleges that have worked with OPMs is large. It’s a $4 billion industry, with about 550 U.S. colleges partnering with them and about a quarter of students in fully online 4-year programs enrolled in them.

But it turns out, to my surprise, that it hasn’t been a very profitable model for the companies.

According to edtech consultant Phil Hill in a recent blog post , most revenue-sharing ventures have either lost money or barely reached breakeven. Leaders in the sector, including 2U, Coursera and Keypath, never made a profit on the activity, and Pearson and Wiley sold off their OPM offshoots in recent months when the going got rough.

It’s an OPM paradox — as companies lose money, colleges make it.

It turns out that these ventures often hoped to make money by growing large enough to be sold at a premium. A century ago, British economist John Maynard Keynes recognized that what matters most is not a company’s bottom line, but how the stock exchange rewards it.

When colleges turned to OPMs, they must have known it was dicey. Sharing half your tuition revenue with your provider is “outrageous,” a senior New York University faculty member, Thomas D’Aunno, grumbled years ago, just as he was signing up with an OPM against his better judgment.

“The question was which OPM we were going to work with,” he told me with resignation, “not whether we were going to work with one.”

Outsourcing vs. Insourcing

When OPMs first infiltrated higher ed, convincing well-known colleges to outsource digital learning, I was among those who didn’t welcome them, fearing they’d do the job I thought more appropriate for faculty and college administrators to tackle.

OPMs, I worried, would undermine academic integrity in digital education. And even more troubling, I feared they would keep colleges from building higher ed skills needed to propel internal development over the long run.

My objection later softened, though, as I came to recognize that many colleges needed help to enter the digital marketplace. Since many lacked skillsets and resources to do what was required to move online forward, it made sense to turn to commercial vendors to give higher ed time to acquire digital ed know-how.

Once they got the hang of it, I hoped, colleges could then jump off their training wheels and go online entirely on their own.

That’s what happened recently at the University of Southern California when it canceled its long-term contract with 2U , a top, full-service provider. USC’s cancellation was just one turnabout in a cascade of dozens of colleges fleeing OPMs in recent years.

“2U had the technology and the means at first,” Pedro Noguera, dean of USC’s Rossier School of Education, told me recently. “But over the years, USC also gained the capacity to deliver high-quality online education. It’s an arrangement that outlived its purpose. Our faculty were doing all the work, and 2U was receiving more than its fair share, pocketing more than half of tuition revenue.”

As Clay Shirky, vice provost for AI and technology in education at NYU, told me: “A full-service OPM buys you a bundle of competencies. If you go with an OPM, you get less change at your own institution. If you do it yourself, you take the longer road, adapting to online learning.” Shirky also reminded me that “COVID gave faculty some sense of what online is about. When faculty gained experience, online was demystified.”

Colleges that depend on OPM investments to build, deliver and market remote programs won’t be very happy if proposed government rulings take effect, since it will require that they quickly come up with capital on their own. And these days, as everyone knows, colleges don’t have stacks of cash lying around. According to Moody’s , “Institutions that have a significant number of online students and rely on OPM partners to deliver online services will likely be most affected by the proposed guidance.”

If OPMs go under, a deep gash will be felt in remote education. At their best, OPMs, operating in alliance with institutions like Georgia Tech, have helped lower tuition and increase enrollment markedly for high-quality online technical master’s. And OPMs opened wider possibilities for many institutions that lacked the courage or cash to go online on their own.

In partnership with hundreds of colleges, OPMs enrolled tens of thousands of working and other nontraditional students, many of whom might otherwise never have graduated with a prized degree.

What’s in Store?

The OPM industry is pretty shaky now, with 2U so precarious, the U.S. government is worried it will go belly up soon, leaving students stranded . Still, other top companies are doing quite well, with Coursera, Keypath and Academic Partnerships reporting solid results .

To extend their reach and avoid being saddled with a single line of business that might not pan out, most big OPMs have become diversified, running a mix of product lines. Coursera, for example , with its jaw-dropping, worldwide base of 142 million learners largely in its library of online offerings, offers hundreds of corporate and government online training courses as well as dozens of non-credit professional certificates.

But it’s unclear whether OPMs can continue with their degree-granting business without revenue-sharing arrangements.

If OPMs go away in universities, there’s a chance they may no longer be crucial at some colleges and universities, especially when every tuition dollar stays on campus. Following the USC example, many may already be poised to carry on on their own.

And there’s even the remotest possibility they won’t be forced to go away at all. The Education Department may yet bow to academic opposition, and in a longshot, forego its proposed rules to put OPMs out of business at the nation’s universities.

Still, it looks like OPMs are not sitting around, waiting for the axe to fall. To escape proposed government regulations that may ban revenue sharing, some vendors are already offering flat fees and other payment options. Colleges aren’t sitting idly by either, with some setting up internal online teams, skipping OPMs altogether.

Robert Ubell is vice dean emeritus of online learning at New York University’s Tandon School of Engineering, and senior editor of CHLOE 9, the ninth national survey of higher ed chief online learning officers, due out this summer. A collection of his essays on virtual education, Staying Online: How to Navigate Digital Higher Education , is published by Routledge. He can be reached at [email protected].

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Three approaches to improve your online teaching

When designing online courses and teaching remotely, teachers need to select the framework that supports learning goals. Here, three academics break online learning techniques into their key parts

Antoni Badia

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Many university teachers need help identifying the right conceptual framework for designing online courses and teaching in virtual learning environments (VLEs). A quick online search will suggest a multitude of pedagogic approaches and supposed innovative teaching methods, but many of these are not evidence-based. 

So, here we will summarise three research-based  online teaching approaches that teachers can use to guide their work in VLEs. We explain the focus, roles of teacher and students, the online learning environment and learning resources for each approach.

The content-acquisition approach

The main aim of this approach is to provide subject content to students. It is designed to cover all the essential concepts and principles of the subject matter. The content should be accessible, clear, concise, relevant, interactive, well explained and up to date to facilitate the students’ comprehensive understanding of the subject matter.

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Teacher role: The teacher is the primary source of knowledge. They are responsible for selecting and organising the course content, choosing the appropriate learning resources for students, designing the learning activities and assessing students’ learning outcomes.

Student role:  The student   is expected to acquire and learn the course content from the provided resources and complete the learning assignments. Each student’s acquired knowledge should accurately represent the course content. Most students’ learning time is devoted to self-paced learning.

Online learning environment: This should facilitate learners’ content acquisition. Thus, technology-based tools are mainly used to produce, provide access to and deliver learning resources and materials. The VLE will contain lesson plans, activities and grades and class recordings. The technology used needs to deliver live online classes, with teachers’ real-time explanations, to many students worldwide. A prototype example of the content acquisition approach can be seen in most  massive open online courses (Moocs).

Learning resources: Learning resources may be selected and designed to accurately represent the nature of the content and enhance students’ learning experience. Various kinds of resources may be used to represent and deliver the content, such as multimedia (video and audio tools), authoring tools, interactive resources (computer simulations, games, virtual labs), mobile resources and adaptive resources (intelligent tutoring systems).

The knowledge-building approach

The key feature of this approach is the knowledge-building processes through which students expand their individual understanding.

Teacher role: The teacher’s primary role is to guide, help and supervise students’ learning. The course design includes learning objectives, content, activities, scaffolding and support, and assessments. Course implementation involves supervision to ensure the correct application of learning skills and adequate task completion, correcting students’ misunderstandings, and monitoring and assessing the learning process and learning outcomes.

Student role: The student should actively engage in an individual knowledge-building process and activate high-level thinking processes. This is encouraged through enquiry-based assignments in which students must find solutions to project-based challenges or work through real-world or theoretical examples. Such assignments require a deep understanding of the content, challenging students to explore information, apply critical thinking , ask questions, design enquiries, interpret evidence, form explanations and communicate findings. Students must make connections, and apply and use their knowledge in authentic learning situations.

Online learning environment: Technology should help students to develop the best individual knowledge-building processes, learn content and complete activities. These environments integrate learning tools that support students’ learning and work on specific higher-order-thinking processes such as solving authentic problems. The  web-based inquiry science environment (WISE) provides a good example of an online learning environment of this kind.

Learning resources: Generally referred to as instructional scaffolding, resources combine content and learning guides, question prompts, model examples and conceptual, procedural, strategic and metacognitive supports to guide learning.

The collaborative learning approach

The critical feature of this approach is students’ collaboration in learning in virtual environments, usually using synchronous and written communication. 

Teacher role: The teacher aims to facilitate high-quality social participation among students in collaborative learning activities. To achieve this, the teacher should create a learning environment that promotes relationships of trust and mutual commitment and provide learning resources that guide students’ social participation and collaboration in groups and in the community. The teacher should encourage communication, solve student conflicts, control learning periods and monitor students’ learning pace. Content and activities, such as online debates and team presentations, should be designed to facilitate collaboration and learning among equals.

Student role: Students engage naturally and proactively in community participation and group work and collaborate with peers to complete learning assignments, solve problems and share knowledge and perspectives. They participate in discussion and group work, and use critical thinking and creativity .

Online learning environments: Digital tools should be used that facilitate group-work organisation, promote group communication and collaboration, support knowledge exchange, and elaborate on shared outcomes. One example of such an online environment is Moodle, particularly the chat, forum, wiki and glossary functions.

Learning resources: Participants are expected to take an active role, building on the initial selection of learning resources the teacher provides according to their learning needs. For example, a shared learning task for students may be solving a problem or tackling a learning challenge collaboratively. In that situation, the students should search for and select new information related to the specific issue or challenge of the learning assignment and share it with their peers.

Teachers may use a single teaching approach to design an online course, but it is more likely they will take features from all three and combine them to best fit the different elements of the course and its learning objectives.

Antoni Badia is director of the bachelor’s degree in primary education, and  Julio Meneses is director of learning and teaching analysis at the eLearning Innovation Center; both are at the Open University of Catalonia. Consuelo García is vice-rector for teaching and educational innovation at the Valencian International University.

If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter .

For more teaching and learning insight from the authors, see “ Emotions in response to teaching online: Exploring the factors influencing teachers in a fully online university ”, as published in Innovations in Education and Teaching International .  

Emotions and learning: what role do emotions play in how and why students learn?

Global perspectives: navigating challenges in higher education across borders, how to help young women see themselves as coders, contextual learning: linking learning to the real world, authentic assessment in higher education and the role of digital creative technologies, how hard can it be testing ai detection tools.

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EnglishDiary.net

Free materials for esl teachers and learners.

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ESL Conversation Questions

“online education” esl discussion questions.

I. Basics of Online Education 1. What is online education? 2. How does online education differ from traditional classroom learning? 3. What types of courses can be taken online? 4. What are the necessary tools or equipment for online learning? 5. How has online education become popular?

II. Advantages of Online Education 6. What are the benefits of learning online? 7. How does online education offer flexibility? 8. Can online learning be more affordable than traditional education? 9. How does online education cater to different learning styles? 10. Is online education effective for all subjects?

III. Challenges of Online Education 11. What are some challenges faced in online learning? 12. How can students stay motivated in an online learning environment? 13. What are the technical issues associated with online education? 14. How do students interact with each other in online courses? 15. Can online education provide the same level of teacher-student interaction as traditional education?

IV. Online Education Tools and Resources 16. What are some common tools used in online education? 17. How do online educational resources complement traditional textbooks? 18. What role do videos and multimedia play in online learning? 19. How can online libraries and databases enhance learning? 20. Are there any free educational resources online that you recommend?

V. Social Aspects of Online Learning 21. How do online students engage in group work and discussions? 22. What social skills can be developed through online education? 23. How does online learning affect peer-to-peer interactions? 24. Can online education help in building a global network? 25. How do online forums and communities support learning?

VI. Online Education for Professional Development 26. How is online learning used for professional development and career advancement? 27. Are online certifications and degrees valued in the job market? 28. How can professionals balance work and online learning? 29. What are the best online platforms for professional courses? 30. How has online education impacted lifelong learning?

VII. Accessibility and Inclusivity 31. How does online education promote accessibility? 32. Can online learning be effective for students with disabilities? 33. How does online education bridge geographical barriers? 34. What measures can make online learning more inclusive? 35. How are language barriers addressed in online education?

VIII. The Future of Online Education 36. How do you see online education evolving in the future? 37. What innovations could improve online learning? 38. Will online education eventually replace traditional classrooms? 39. How can the quality of online education be further enhanced? 40. What future trends do you predict in online education?

IX. Experiences with Online Learning 41. Have you ever taken an online course? What was your experience? 42. What has been your most memorable online learning experience? 43. How do you compare your online learning experiences with classroom learning? 44. What advice would you give to someone new to online education? 45. What improvements would you like to see in online learning platforms?

X. Online Education and COVID-19 46. How has the COVID-19 pandemic impacted online education? 47. What lessons have been learned about online education during the pandemic? 48. How have educators adapted to online teaching during COVID-19? 49. What challenges did students face with online learning during the pandemic? 50. How might online education change post-COVID-19?

XI. Ethics and Integrity in Online Education 51. How is academic integrity maintained in online education? 52. What are the ethical considerations in online learning? 53. How can students avoid plagiarism in online courses? 54. What role do parents play in ensuring ethical online learning for their children? 55. How do educational institutions enforce rules and codes of conduct in online learning?

XII. Balancing Online Education with Personal Life 56. How can students balance online education with their personal life? 57. What are some time management tips for online learners? 58. How can online students maintain a healthy lifestyle? 59. What are the challenges of studying from home? 60. How can families support members who are engaged in online learning?

How about these other ESL discussion topics?

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City of Philadelphia

• An official website of the City of Philadelphia government
• Here's how you know
• An official website
• Feedback and support
• Career Connected Learning PHL (C2L-PHL)
• Programs and initiatives

Frequently asked questions

Get answers to questions about Career Connected Learning PHL, including information on eligibility and how to apply.

Understanding C2L-PHL

How to apply, hiring youth or becoming a provider.

What is C2L-PHL?

C2L-PHL, or Career Connected Learning PHL, is a new initiative to help Philadelphia youth learn about careers. It offers paid work experiences during the summer and school year.

Who runs C2L-PHL?

C2L-PHL is supported through funding from the City of Philadelphia’s Office of Children and Families, Philadelphia Works, and the School District of Philadelphia. JEVS Human Services manages the organizations that hire and work with youth.

Does C2L-PHL replace WorkReady?

No, C2L-PHL does not replace WorkReady. C2L-PHL is the newest name of Philadelphia’s youth workforce development system. It has been called different names in the past and was previously known as WorkReady.

C2L-PHL aligns Philadelphia’s youth workforce development system with a national model that connects the classroom to the real world.

What are the benefits of participating in C2L-PHL programs?

By participating in C2L-PHL programs, youth can gain:

• Work experience.
• Career readiness skills.
• Credit towards graduation through Act 158.
• Professional networking.
• Service-learning projects.
• Career exploration.

When do C2L-PHL programs take place?

Generally, summer programming runs for six to eight weeks between mid-June and mid-August. The exact start time will depend on each program. School year programming starts in late September and runs until early June.

How much money will I make?

C2L-PHL program participants can earn $1,300–$1,500 depending on the program. This includes both school year and summer programming.

How will I get paid?

Youth and young adults receive a stipend based on attendance and participation.

Who is eligible to participate in C2L-PHL programs?

Philadelphians ages 12–24 are eligible to take part in C2L-PHL programs. Priority is given to in-school youth.

When can I apply for C2L-PHL programs?

You can apply for C2L-PHL programs at any time. Summer program applications open between March and April each year. You can apply at phila.gov/c2l-phl . For ongoing C2L-PHL programs and resources, visit Philadelphia Works .

Where can I apply for these opportunities?

You can apply for school year and summer C2L-PHL program opportunities at phila.gov/c2l-phl . For more information on C2L-PHL programming, visit  Philadelphia Works .

What information do I need to apply for C2L-PHL programming?

To apply, you need personal documents that verify your identity and Philadelphia residency. These may include:

• A photo ID.
• School records like a school ID or report card.
• Social Security card.
• Birth certificate and/or passport.
• Work permit (if applicable).

Who can help me if I need more information about C2L-PHL programs?

For more information on the C2L-PHL, call  (833) 750-5627 . You can also email  [email protected] .

Is the application available in multiple languages?

The application is currently only available in English. If a youth or caregiver needs support in another language, please call (833) 750-5627 or email [email protected] for assistance.

What are the next steps after completing an application?

Applicants will be contacted by the program they applied for within a few weeks about next steps.

It says C2L-PHL is a partnership with the School District. Can charter and private schools participate?

Yes. We support all Philadelphia youth and schools in their career-connected learning journeys!

I am interested in hosting a youth or young adult at my workplace. How can I get involved?

Any business interested in becoming a work-based learning site should complete the Worksite Interest Form . A representative from JEVS Human Services will follow up.

For additional questions, please email [email protected] .

I am a community-based nonprofit interested in providing C2L-PHL programming for youth and young adults. How do I get involved?

Nonprofits can get involved in many ways, including hiring young adults or becoming part of the C2L-PHL provider network. As resources and opportunities are available, we will post them at phila.gov/c2l-phl .

How does my organization become a provider for this work?

Providers for summer 2024 have already been selected through a procurement process led by the City and Philadelphia Works. New opportunities for the school year and summer 2025 will be available soon. Please check phila.gov/c2l-phl for updates.

• College of Education
• Degrees & Programs
• Health Science Education

Health Science Education Certificate

Gain practical skills and resources to enhance your teaching and training with a Certificate in Integrating Innovative Technologies in Health Science Education . This online certificate program caters to health care professionals working in a variety of settings, including hospitals, academic institutions, private practice, nonprofits or elsewhere. Participants can apply what they learn immediately on the job! 

At-A-Glance 

Highlights of the Health Science Education Certificate program: 

• Format : Online 
• Completion time : Typically, one year 
• Semester start : Fall, Spring or Summer 
• GRE : Not required 
• Deadline to apply : Find all application deadlines . 

Learning Outcomes

With guidance from supportive faculty, students in the Health Science Education Certificate program gain the knowledge and skills to: 

• Create effective, educationally sound online learning materials 
• Use innovative technology tools to design interactive instructional resources 
• Implement engaging teaching strategies to support learning 
• And more! 

Coursework 

The Health Science Education Certificate program is structured for working professionals. The coursework focuses on improving instructional practices, using technology effectively and developing engaging educational resources.

Program Requirements

• Coursework (12 credit hours) 

Schedule 

Courses are typically offered in the evenings or asynchronously for students to complete on their own time.  

Core Courses 

Students are required to take two core courses : 

• CUIN 7390: Instructional Design  
• CUIN 7391: Curriculum Development for Health Science Education   

Electives 

Students must select two additional courses from the following list: 

• CUIN 7355: Team and Organizational Leadership  
• CUIN 6307: Change and Diffusion of Innovation  
• CUIN 7305: Design, Development & Evaluation of Presentations 
• CUIN 7308: Computer-Mediated Communication 
• CUIN 7356: Issues in Distance Education 
• CUIN 7358: Educational Uses of Digital Storytelling 
• CUIN 7368: Advanced Digital Imaging in Education 
• CUIN 7376: New Tools for Creating Online Educational Materials 
• CUIN 7389: Digital Media 

Questions? 

Contact program director Robert Hausmann, Ed.D., at [email protected] .  

Here are 7 free AI classes you can take online from top tech firms, universities

AI set the tech world on fire last year and it’s not stopping anytime soon.

Almost a quarter of global jobs is expected to change within the next five years thanks to AI , and with only a small percentage of workers with skills in this field, the rush to learn the ins-and-outs of AI is ever more important. 

Embark on an AI revolution with UT Austin. Two course start dates per year. Accessible $10,000 tuition.

“AI is providing people with on-demand learning anywhere they are at any time of day on any day,” says Jared Curham, a professor of work and organizational studies at MIT’s Sloan School of Management . Curhan recently launched two new AI-powered courses focused on the world of strategic negotiation and says that the technology is overall making education more accessible with personalized feedback and coaching.

While there are an increasing number of full-fledged AI degree programs , including within business schools , some students may be looking for a simpler or self-paced route. If you’re interested in learning more about this in-demand field, several top tech firms and universities offer free online courses that serve as an introduction to AI technologies.

AWS Skill Builder

Amazon has more than 100 free and low-cost AI courses and learning resources available through AWS . Learners can obtain the basic skills in machine learning, generative AI, and foundational models. As a whole, the company has a commitment to provide free AI skills training to 2 million people by 2025.

The machine learning plan has nearly seven hours of free content in which individuals can learn the foundations of the technology, including relevant terminology, and decision-making processes. It also teaches users how to utilize Amazon SageMaker , the company’s machine learning platform used by companies like AT&T and LG .

Google: Google AI for Everyone

Google offers a beginner course for anyone who may be interested in how AI is being used in the real world. Google AI for Everyone , which is offered through online education platform edX , is a self-paced course that takes about four weeks to complete, assuming you dedicate two-to-three hours per week to the course. Participants learn about both AI and machine-learning principles and real-world applications of the technologies.

Google also covers what AI programming looks like and the process of teaching a computer how to learn. The course is taught by Laurence Moroney , who leads AI Advocacy at Google as part of the Google Research into Machine Intelligence (RMI) team. Nearly 12,000 people have enrolled in this free online course, according to edX.

Harvard University: Introduction to Artificial Intelligence with Python

If you’re one of the 5.7 million people who has taken Harvard University’s CS50 Introduction to Computer Science course through edX , then the university’s introductory AI class might be the best option for you. CS50, which is one of the most popular free online courses of all time, is a prerequisite for Harvard’s Introduction to Artificial Intelligence with Python course.

This seven-week course covers AI algorithms, game-playing engines, handwriting recognition, and machine translation. Students have to commit between 10 and 30 hours per week to complete the course, which includes hands-on projects and lectures. The course is taught by David J. Malan , a renowned computer scientist and Harvard professor.

IBM: AI Foundations for Everyone

IBM, which is recognized as a revolutionary leader in emerging technologies, offers an AI Foundations for Everyone specialization through Coursera. The specialization includes three courses:

• Introduction to Artificial Intelligence (AI)
• Getting Started with AI using IBM Watson
• Building AI Powered Chatbots Without Programming   

The entire specialization takes about three months to complete, assuming you dedicate two hours per week to coursework. Students will learn the basics of what AI is, as well as its applications and ethical concerns. They’ll also hear from experts about starting a career in AI. The program is taught by Rav Ahuja and Antonio Cangiano, who work for IBM’s Skills Network . Participants earn a certificate upon completion.

Intel has a goal to provide more than 30 million people with AI skills by 2030 . As part of this commitment, the company provides dozens of free self-paced courses online on subjects such as deep learning for robotics, deep learning, and natural language processing. 

Intel also has several “AI Concepts” educational pages that will walk you through definitions, real-world examples, tools, and resources for topics such as generative AI, AI inference, and transfer learning. Additionally, the company provides free on-demand webinars on more advanced AI use cases such as optimizing transformer models, optimizing AI workloads, and AI performance tuning.

University of California—Davis: Big Data, Artificial Intelligence, and Ethics

As part of its Computational Social Science specialization through Coursera, the University of California—Davis offers a course focused on AI: Big Data, Artificial Intelligence, and Ethics . During this four-week course, participants learn about big data and its limitations, the history of artificial intelligence, and research ethics. The entire self-paced course takes about 12 total hours to complete.

The course is taught by Martin Hilbert, who is a professor at UC Davis and serves as a chair for computational social science. The course uses case studies to help participants learn AI concepts. More than 31,000 participants have completed this course, and those who do earn a certificate that can be shared on LinkedIn.

University of Pennsylvania: AI for Business

For someone who may be looking to break into AI or who wants to learn more about the applications of this new technology to different industries, the University of Pennsylvania offers a string of courses focused on artificial intelligence. The AI for Business specialization includes four courses:

• AI Fundamentals for Non-Data Scientists
• AI Applications in Marketing and Finance
• AI Applications in People Management
• AI Strategy and Governance  

These beginner courses take a total of about four months to complete and culminate in an applied learning project. Program participants complete peer-reviewed exercises to illustrate what they’ve learned about data analytics, machine learning tools, and people management. The specialization is taught by eight UPenn professors from the Wharton School , a top-ranked business school by Fortune Education, and other professors from the university. The courses are offered through online education platform Coursera, and students can earn a certificate that can be displayed on their LinkedIn profile.

Frequently asked questions

Which course is best in ai.

There is no one best course or program since AI is still so new. What ultimately matters is your curiosity to learn about AI, which you can do by working directly with prompt engineering or machine learning to gain hands-on skills.

Can I learn AI in three months?

You can certainly learn the foundations of AI in three months—especially if you already have a background in computer science. It is important to keep in mind that because AI is always changing and developing, you will need to keep up to date with the latest trends if you are looking to pursue a career focused on working with the technology.

How to learn AI for beginners?

Taking  free AI courses on platforms such as Udemy or Codecademy is a great place to learn AI if you’re a beginner. You can also learn AI by watching YouTube videos or reading through AI subreddits. The number of ways to learn AI are only growing, so there is ultimately no perfect path. Above all, just be curious, ask important questions, and don’t be afraid to dive down rabbit holes

Check out all of  Fortune’ s  rankings of degree programs , and learn more about specific career paths .

Sydney Lake contributed to this piece.

Rethink AI and its potential to innovate in this 6-week online course from MIT Sloan.

Mba rankings.

• Best Online MBA Programs for 2024
• Best Online Master’s in Accounting Programs for 2024
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• Best Executive MBA Programs for 2024
• Best Part-Time MBA Programs for 2024
• 25 Most Affordable Online MBAs for 2024
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• Best Online Master’s in Computer Science Degrees for 2024
• Best Master’s in Data Science Programs for 2024
• Most Affordable Online Master’s in Data Science Programs for 2024
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• Best Online MSN Nurse Practitioner Programs for 2024
• Accredited Online Master’s of Social Work (MSW) Programs for 2024
• Best Online Master’s in Nursing (MSN) Programs for 2024
• Best Online Master’s in Public Health (MPH) Programs for 2024
• Most Affordable Online MSN Nurse Practitioner Programs for 2024
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Leadership rankings

• Best Online Doctorate in Education (EdD) Programs for 2024
• Most Affordable Online Doctorate in Education (EdD) Programs for 2024
• Coding Bootcamps in New York for 2024
• Best Data Science and Analytics Bootcamps for 2024
• Best Cybersecurity Bootcamps for 2024
• Best UX/UI bootcamps for 2024

Boarding schools

• World’s Leading Boarding Schools for 2024
• Top Boarding School Advisors for 2024

Examine the technology behind AI over 6 weeks on this Oxford online programme.

SHRM Learning System

LET’S MAKE SOME BIG CHANGES TOGETHER

Increase your chances of passing your SHRM certification exam by attending our upcoming certification prep course.

Live-Online SHRM Course

February 21-may 8, 2024.

If you’re ready to move your career forward, we’re here to help.  Earning your SHRM-CP or SHRM-SCP credential can help you enhance your HR expertise, empower positive change in your workplace, and increase your earning potential.

About the Course

This 36-hour review course offers participants a broad overview of human resource (HR) information that includes management issues. In partnership with the Society for Human Resource Management (SHRM), this course covers eight behavioral and leadership competencies:

• leadership and navigation
• ethical practice
• business acumen
• relationship management
• consultation
• critical evaluation
• global and cultural effectiveness
• communication

What to Expect

High-Quality Instruction

Learn from highly respected and experienced SHRM-certified instructors with years of hands-on experience in HR.

Virtual Classroom

Interact with your instructor and fellow classmates in virtual environments available anywhere with an internet connection.

Time Commitment

Attend classes on a 12-week  schedule, with time to study materials in between classes on your own unique schedule.

Structured Learning

Keep yourself accountable and stay on track to earn your certification with a structured learning experience and support.

Course Preparation Tools Designed for Success

Registration also includes the online and print versions of the  2024 SHRM Learning System —the official cert prep tool,  now updated with questions previously used on actual SHRM Certification exams.  Designed specifically for adult learners, this interactive online learning tool creates a personalized study path, based on your knowledge, experience and goals, to help you optimize your study time, learn the SHRM Body of Applied Skills and Knowledge ®  (SHRM BASK ® ) and approach the SHRM Certification exams with confidence.

Meet Your SHRM Instructor

Demetra Morgan, SHRM-SCP, SPHR,  is a seasoned executive with more than 20 years of human resource experience, working in both the private and public sectors. She has an affinity for organizational development and strategic planning. Her key strengths include risk management, strategic planning, employment law, workforce development and training, employee engagement, diversity, equity, and inclusion (DEI), as well as employee and labor relations. As CEO and managing Principal of D.E.E. Results ( D elivering  E ffective &  E fficient  Results ), she provides consultation services to organizations to help strengthen infrastructure, improve overall operations, and maximize effectiveness. Demetra is a much sought-after trainer and workshop facilitator for personal and professional development.  

Questions? Contact Us

For questions or more information about the course, contact Maria Rogers, at  [email protected] . For assistance with registration, call (912) 478-2560.

SHRM Frequently Asked Questions

Category 1: certification and recertification, what job titles are considered hr roles.

HR experience may be classified directly—working in an HR role—or indirectly, by consulting, educating or researching HR practices linked specifically to human resource management. If you have specific questions about your experience or which certification is right for you, review the eligibility requirements or contact [email protected] for additional assistance.

Will certification add to my credibility?

Achieving accreditation is important to SHRM because it provides SHRM-certified professionals and their employers with the assurance that SHRM’s credentials meet the high standards expected and needed to advance the HR profession.

What is the difference between SHRM-CP/SHRM-SCP?

The SHRM-CP credential is designed for HR professionals who are engaged primarily in operational roles—implementing policies, serving as the HR point of contact for staff and stakeholders, and/or performing day-to-day HR functions. If this is your focus, the SHRM-CP is likely your best option. The SHRM-SCP certification is designed for HR professionals at a senior level who operate primarily in a strategic role—developing policies and strategies, overseeing the execution of HR operations, analyzing performance metrics, and/or contributing to the alignment of HR strategies to organizational goals.

If I earn the SHRM-CP, when can I earn my SHRM-SCP?

If you meet the eligibility requirements to sit for the SHRM-SCP exam, you can apply for the SHRM-SCP exam. Learn more about the eligibility requirements . 

How is the SHRM-CP/SHRM-SCP different from PHR/SPHR?

The SHRM-CP and SHRM-SCP certifications are different from the HRCI credentials in several ways. Ultimately, the difference lies in focus and backing. Focus SHRM-CP and SHRM-SCP certifications are behavioral competency-based and focused not only on affirming an HR professional’s knowledge of HR policy and practice but also on their ability to apply that knowledge in the workplace. This is what makes it a powerful tool for employers. 

Backing SHRM-CP and SHRM-SCP certifications are the only credentials backed by SHRM, which means you have the power of the SHRM brand behind you (an organization with over seven decades of serving the needs of HR professionals and advancing the practice of human resource management). When people see the SHRM name after your title, they know they’re dealing with a level of expertise that can be matched by no other. As an SHRM-CP or SHRM-SCP credential holder, you have just taken your expertise to the next level.

Is the SHRM exam included with this course?

This course does not include the final exam or exam fee. Practice exams are included, however.

Do I need to purchase the SHRM Learning System separately?

No. The SHRM Learning System is included with this program. There are no additional costs.

What is the passing score for the SHRM-CP or SHRM-SCP exam?

The passing score and all candidate results on the SHRM-CP and SHRM-SCP are reported as scaled scores. The range of possible scores for the SHRM-CP and SHRM-SCP exams is 120 to 200; all candidates who pass the exam receive the maximum score of 200. The number of questions that have to be answered correctly varies depending on which form of the CP or SCP examination a candidate takes. The passing score is equal to a scale score of 200.

If I just barely miss the SHRM-SCP, do I get the SHRM-CP based on my score?

No. The SHRM-SCP and SHRM-CP exams are two separate and different exams. If a candidate does not pass the SHRM-SCP exam, they do not earn an SHRM-CP credential.

What is the recertification process?

• Earn 60 professional development credits (PDCs) within a 3-year recertification period that ends on the last day of the credential holder’s birth month. 
• Retake the certification exam at the end of the 3-year recertification period.

If you plan on retaking the exam to renew your certification please contact [email protected] for additional assistance. Learn more about the recertification process at shrmcertification.org/recertify.

Can I earn recertification credits taking this course?

If you have already earned the SHRM Certification, you can obtain up to 36 professional development credits if you are attending this program for professional development only.

Category 2: Preparation

How long is the course.

12 Weeks with 3-hour sessions.

How long should I commit to studying? How many hours a day?

While your study efforts will be dependent on your knowledge of the content, we generally recommend that you study an overall minimum of 60 hours to adequately prepare for the SHRM-CP or SHRM-SCP exam. Your time could be reduced if you feel comfortable with a particular area. 

One of the unique tools within the Learning System is a SmartStudy tool that provides you with a detailed plan to study based on your current experience and knowledge since the recommended time will vary based on those factors.

Is the SHRM Learning System included in the price of the instructor-led course or do I have to buy the self-study version if I want these tools?

Yes, each of the learning options utilizes the SHRM Learning System. The instructor-led participant will receive the additional guidance of a qualified instructor in a structured classroom environment and the ability to network with peers. 

Is it possible to prepare for the SHRM-SCP using only the BASK?

The SHRM BASK was developed to identify the behavioral and technical competencies which are the foundation of effective HR job performance. It does not teach or thoroughly explain the concepts.

What percentage should I get in the LS questions before I’m “ready” for the exam?

You should strive for 80%, but be careful that you’re not answering the questions correctly from memory. One way to ensure you truly understand the concepts is to take the other level’s post-test; you will receive a unique set of questions on the SHRM-CP and SHRM-SCP tests. 

Are the practice questions like the actual exam questions?

The SHRM Learning System and the certification exams include both knowledge and situational judgment questions. The formatting is similar, however, they are developed by two separate entities and so the tests will not be exactly the same. The practice exam consists of items that have previously been used on actual SHRM certification exams and are scored in the same manner as those exams.

Are there any other types of resources to practice test questions?

There are sample exam questions available in the certification handbook, within the SHRM Learning System, and on learnhrm.shrm.org/practice/ .

How long after studying for the program should I wait to take the exam?

You also will want to balance the retention of information leading up to your exam, therefore we do not recommend a large gap in time between studying and sitting for the exam.  

We recommend that you ensure that your study plan provides time for you to take the post-test and then close any identified knowledge gaps. After the additional review, we recommend you take the practice exam, which consists of items that have previously been used on actual SHRM certification exams and are scored in the same manner as those exams.

Do you get a break during the four hours of testing?

No breaks are scheduled during the exam. Candidates who have to leave the testing room to take a break will not be given extra time on the exam. Candidates may not leave the testing facility during a break. Learn more about taking the exam by downloading the SHRM Certification Handbook .

How soon do you know if you passed or not?

• Candidates will get a preliminary result immediately after the test. Official scores will come about 3-4 weeks after the close of the testing window. 

If I don’t pass the exam, how long do I have to retake the exam?

Candidates who are unsuccessful on the exam may take it again during a future exam window. Testing in the same window is not permitted. Candidates who wish to retest are required to apply as a new candidate, which includes remittance of the full examination fee. There is no limit to the number of times a candidate can re-apply and test.

Category 3: Enrollment, Funding and General Questions

How do i register for the exam.

To register for the exam you will need to complete an application through SHRM.  You can start this process by visiting https://www.shrm.org/credentials/certification/exam-options-fees

What if I already own the SHRM Learning System?

Contact us at [email protected] or (912) 478-6005 to find the best learning options for you.

Can the SHRM Learning System be shared?

No, the SHRM Learning System is licensed to an individual user and cannot be transferred or shared.  

How do I attend a class?

You have either an option to register for and attend face-to-face sessions in Savannah or a virtual class.

Can I ask the instructor questions during the online sessions?

Yes, there will be opportunities to ask direct questions as well as a chat function so you can list questions so the instructor or other classmates can respond.

My employer won’t help pay for my certification. What alternative funding options are available?

• Tuition reimbursement: While some companies will not reimburse for training materials, they may offer tuition reimbursement.
• Loans: For professional training and trade certificate courses. Get the money you need, plus features that can help make your education possible. A career training student loan can help you build credit, and Sallie Mae will help you track it with free access to your FICO ®  Scores, updated quarterly. Visit the Sallie Mae website for more information .
• SHRM scholarships: SHRM offers various scholarships for professional development and certification. For more information, visit the SHRM Scholarship site .

Test Windows and Registration Dates

First test window: may 1 – july 15, 2024.

Applications Accepted Starting: January 3, 2024

Early Bird Application Deadline: March 17, 2024

Regular Application Deadline: April 19, 2024

Second Test Window: Dec 1, 2024 – Feb 15, 2025

Applications Accepted Starting: June 3, 2024

Early Bird Application Deadline: September 11, 2024

Regular Application Deadline: November 9, 2024

Last updated: 3/27/2024

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Armstrong Campus 13040 Abercorn St., Savannah, GA 31419 912-478-5555

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