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Introduction to Online Learning A Guide for Students

• Julie L. Globokar - Kaplan University, USA
• Description

A survival guide companion for students beginning their first online or hybrid class

Introduction to Online Learning introduces first-time distance learners to the realities of Web-based education and serves as the most comprehensive, practical guide to achieving success when facing online-specific barriers as well as common academic hurdles. Written by an experienced instructor, this invaluable aid shows students how to overcome challenges related to e-mail communication, technological catastrophes, staying organized on a daily basis, and more. Students learn to take advantage of the unique resources available for those enrolled in internet-based programs and to make the most of their Web-based educational experience by tailoring it to their personal strengths, needs, and learning styles.

Key Features

• The author provides clear explanations of how to tailor research, writing, and citing sources to the online classroom, as well as when citations are necessary
• Concrete, original examples link the text to students' personal experiences; illustrations vividly bring material to life
• Screenshots and excerpts from online syllabi help students navigate their first course requirements
• Examples of appropriate discussion board interaction aid students in progressing in their course with confidence
• Self-assessments guide students in determining individual learning styles and levels of preparedness

Open-access student study site at www.sagepub.com/globokarestudy

This open-access student study site includes first-person testimonials and advice from online students and instructors, links to relevant Web sites and resources, and self-quizzes.

Intended Audience This groundbreaking supplement is a must-have for any student enrolled in an online course or degree program, or for students enrolled in hybrid courses including a mix of online and classroom learning.

See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

For assistance with your order: Please email us at [email protected] or connect with your SAGE representative.

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I'm requiring it for all of my online students because many have a hard time adapting to online learning. I will be writing one of these myself soon!

A useful introduction to on-line learning for students embarking on distance learning modules

Excellent introduction, concise and easy reading.

This text has been helpful in assisting students in their individual online course design projects.

I'm having the bookstore order it as a "Recommended," as opposed to "Required" text. A lot of it doesn't apply to the particular course, as designed, but I think the earnest student would find it interesting and useful.

Note: In the prompt above this box, "relevent" shoud be "relevant." :-)

Excellent source for students seeking to understand the principles behind elearning and why it is now, or should be, an integral part of their learning environment.

Sample Materials & Chapters

Chapter 1 - Debunking the Myths of Online Education

Chapter 3 - Getting Organized

For instructors

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This title is also available on SAGE Research Methods , the ultimate digital methods library. If your library doesn’t have access, ask your librarian to start a trial .

Introduction to Online Learning

• Introduction to Instructional Design
• A is for Analyze
• Instructional Need
• What is your goal?
• Learner Characteristics
• Analyzing Tasks
• Interviewing Subject Matter Experts
• D is for Design
• Writing Learning Objectives
• Creating Assessments
• Delivery Strategies
• Organizing Content
• D is for Develop
• Instructional Materials
• I is for Implement
• E is for Evaluate
• Evaluation in ID
• Translations

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For many of you, this will be your first online course or the first time you have studied while also trying to balance work and family commitments. In this section I’ve provided some tips and resources to help you get started with online learning.

As adult learners,  you get out what you put in  – that is, if you only do the minimum needed to get credit in an online course, then you are will get the minimum out of the course. If you use online learning as an opportunity to expand your knowledge and you take every opportunity you can to learn, you will get more out of the course.

Learning objectives

In this chapter, you will learn about:

• Appropriate behaviour in online forums (Netiquette)
• Tips for online learning

The Pomodoro Technique

Netiquette is a term used to describe appropriate behaviours when working on the Internet. It is an old concept, but one that everyone should be reminded of on a regular basis.

Albion provides a good summary of the  Core Rules of Netiquette .

Tips for Online Learning

For many of you, online learning is a new experience. Many of the best practices for online learning are the same as for face-to-face learning. The bigger issue is that you won’t have a face-to-face class to ensure you are keeping pace with the course.

Time management is always the number one issue for students. One thing that I find with online courses is that students forget to account for the extra three hours they would have spent in the classroom – so they look at online as only the ‘homework’ component of the course and not the interactive part of the course. I recommend that you plan to check-in to your courses at least three times during the week. Most students do the majority of their work on weekends, however, many online courses are designed to include interactivity throughout the week.

If you know you are going to be away one week, or traveling for part of a week, try to get ahead before you leave. Also if it coincides with teamwork, ensure that you tell your teammates.

Dedicated study space : Find a space that helps your focus on your studies. Everybody is different. Some students like the white noise of a coffee shop where other prefer the silence of the library.

Reduce distractions : With online courses there will always be distractions on your computer – Facebook, email, text messages can all distract from studying. I’m on a Mac, and one thing I do is to turn off notifications when I want to study, and I use a different workspace window. So I don’t get any pop ups that break my concentration.

Ask questions : Do not allow yourself to get frustrated. One strategy I employ is to set a time limit for how long I will try to figure something out. If I cannot, then I either ask a question or walk away and work on something else for a bit. Usually, that time away gives me a new perspective to that helps me solve the problem. If you are stuck, don’t be afraid to ask questions – your classmates are also likely stuck.

Learn the technology : Allocate some dedicated time to learning how to use the tools you need to be efficient in your classes. Spending a little time early on learning how to use Microsoft Word styles, for example, will save you a lot of time down the road. 

Beat deadlines : Try to get assignments done early. Inevitably something will come up at the last minute that will make it difficult for your to get your assignment completed. If you start early, you will be under less pressure later. Now, if something does come up and you just cannot finish online, let your instructor know as soon as you realize you are going to have a problem.

Identify your learning goals : Not everyone is taking a course for the same reason. You are here for a reason. It might be helpful to write this down somewhere to remind yourself of it whenever you go through a difficult patch in the course.

Consider the  Pomodoro  technique : Pomodoro is based on the idea that you can focus for short stints of time – although this is slightly different for everyone. Personally I use 30 minutes. I have an app called TimeOut that tells me when 30 minutes is up and actually kicks me off my computer for 5 minutes. This helps my body from getting stiff, but it also helps me refocus my mind, so that I can get things done. Often when I’m procrastinating, I can convince myself to just do one Pomo – which then gets me kick started and next thing I know, I’m working for hours (with a 5 minute break every 30 minutes).

Figure out what works for you : Some of you may have been out of school for a while, and likely when you were in school you were at a different place in your life. Take the first few weeks to really pay attention to what works well for you and what doesn’t. You can then integrate this into your schedule. For example, I’m a morning writer. I get my best focused work done first thing in the morning. I started setting and alarm and getting up earlier because it meant more productive hours for me. Once it hits dinner time I’m done for the day. My brain is shot by then, so I generally leave that time to browsing / reading / and answering the occasional question. Each one of us is different, figure out what works for you.

Below is a great video that introduces the Pomodoro Technique. I find that even when I’m busy or stressed, I can find 20-25 minutes to sit down and focus, and by doing this, it reduces my stress and makes me more productive.

Additional Resources

Since Covid, the number of resources available to help learn how to learn online has increased dramatically. I’ve curated a few of the ones I think might be useful:

• Online Student Readiness Tutorials by the California Community Colleges Online Education Initiative. These are great tutorials to help you prepare to learn online. Tip: You can go through them faster by reading the text rather than watching the multimedia presentation. They also have an audio MP3 version of the tutorials so you can listen to while setting up your home learning space.
• Online Student’s Manual for Success: How to study smarter, find a tutor, and excel in the digital classroom  by Claudio and Strempek
• 21 Study Tips for Online Classes Success  by Good Colleges Writing Team
• Tips for Successful Online Learning  by Joyce via EdX Blog

This content is provided to you freely by EdTech Books.

Access it online or download it at https://edtechbooks.org/demystifyingID/intro_online_learning .

What is Online Learning? Brief History, Benefits & Limitations

Table of Contents

In the rapidly evolving landscape of education, one term has become increasingly prominent: online learning . As technology continues to prevail in every aspect of our lives, the education industry has been quick to adapt, embracing digital platforms to deliver learning experiences beyond the limitations of traditional classrooms .

But, what exactly is online learning , and how does it reshape the way we acquire knowledge and skills?

In this article, we will answer that and explore online learning in depth looking into its origins, methodologies, benefits, and implications for the future of education .

By examining the benefits and challenges of online learning, we will acquire an understanding of its transformative power and its role in shaping the educational landscape of tomorrow.

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Whether you’re a seasoned educator, a lifelong learner, or simply curious about the evolution of digital education , stay put as we learn more about how we can teach and learn in the digital age.

Definition of Online Learning

Online learning, also referred to as e-learning , digital learning or even sometimes virtual learning, encompasses a broad spectrum of educational activities facilitated through digital technologies.

Online learning is a form of education where instruction and learning take place over the internet and through digital learning tools or platforms like online learning platforms , and learning management systems (LMS) .

Instead of traditional face-to-face interactions in a physical classroom, online learning relies heavily on technology to deliver educational content, facilitate communication between instructors and learners, and assess learner progress.

History of Online Learning: The Roots & Evolution

The roots of online learning are deeply intertwined with the development of computing technology and the Internet. Its evolution can be traced back to the mid-20th century when pioneers began exploring the potential of technology to enhance educational experiences.

To better understand online learning and how it has emerged to become what it is today, let’s briefly travel back in time to go over its key milestones.

Early Experiments in Distance Education

In the 1950s and 1960s, early experiments with computer-based instruction laid the groundwork for what would later become online learning.

Programs such as PLATO (Programmed Logic for Automatic Teaching Operations) introduced interactive learning experiences through computer terminals connected to centralized mainframe computers. These systems enabled students to access course materials , complete assignments, and communicate with instructors remotely.

A few years later, the concept of distance learning – which involves delivering instruction to students who are not physically present in a traditional classroom setting, further propelled this evolution.

Institutions such as the Open University in the United Kingdom and the University of Phoenix in the United States pioneered distance learning models , leveraging postal mail, radio broadcasts, and eventually, early forms of online communication to reach remote learners.

The Internet Revolution

The widespread adoption of the Internet in the 1990s marked a significant turning point in the development of online learning as well. The emergence of the World Wide Web democratized access to information and communication, paving the way for developing web-based learning platforms and creating online courses .

In 1983, the online educational network ‘ Electronic University Network ’ (EUN) became available for use on Commodore 64 and DOS computers, and the first course to be completely held online was launched one year later by the University of Toronto.

Other educational institutions, corporations, and individuals then began exploring the potential of the Internet to deliver educational content and facilitate interactive learning experiences.

Advancements in Learning Management Systems

The late 20th and early 21st centuries witnessed the rise of learning management systems , which provided centralized platforms for delivering, managing, and tracking online learning activities.

Platforms such as Moodle (Modular Object-Oriented Dynamic Learning Environment) which was the first open-source LMS, revolutionized the way educational content was delivered and facilitated collaboration between instructors and learners in virtual environments.

Learners were using a downloadable desktop application and from there they would choose which content they wanted to export on their computers.

The rise of Massive Open Online Courses (MOOCs)

In the 2010s, the advent of Massive Open Online Courses ( MOOCs ) further transformed the landscape of online learning.

MOOC platforms started offering free or low-cost access to courses from leading universities and institutions around the world, reaching millions of learners globally. MOOCs popularized the concept of open and accessible online education , sparking discussions about the future of traditional higher education and lifelong learning.

Continued Innovation and Expansion

Online learning continues to evolve rapidly today, driven by advancements in technology, pedagogy, and learning science.

Since the millennium, the elearning industry has grown by 900% , and by the end of 2025 is expected to triple. The global elearning market will reach $336.98 in 2026 and by 2032, the total value projection is estimated to hit a trillion .

Already data shows that around 90% of organizations offer digital learning to train employees , confirming its crucial role in corporate training environments as well.

💁🏼 Find out How to Build a Great Online Corporate Training Program

There is no doubt that innovations such as adaptive learning, virtual reality, and artificial intelligence are reshaping the online learning environment, providing learners with more personalized, immersive, and engaging educational experiences with real impact on their personal and professional lives.

Types of Online Learning

From interactive multimedia-rich modules to live-streamed lectures, online learning today offers a diverse array of tools and resources tailored to meet the needs of learners across several disciplines and levels of expertise.

It encompasses various forms of educational content and activities delivered online, such as online courses , lectures, video tutorials, quizzes, presentations, online classes , live webinars , and more.

Online learning can be categorized into various types , including synchronous and asynchronous learning, as well as blended learning.

Synchronous Learning:

This involves real-time interaction between instructors and students, often through video conferencing tools (like Zoom or Skype), chat rooms, or virtual classrooms.

Synchronous learning mimics the structure of traditional classroom instruction, with scheduled lectures, discussions, and other activities.

Asynchronous Learning:

In asynchronous mode, learners access course materials and complete assignments at their own pace. While there may be deadlines for assignments and exams, online students have flexibility in terms of when and where they engage with the content.

Asynchronous learning typically involves pre recorded lectures, discussion forums, online quizzes, and other interactive elements.

Blended Learning:

Also known as hybrid learning, this approach combines online instruction with face-to-face interactions . Learners may attend some classes in person while completing others online.

Blended learning offers the benefits of both traditional and online education, providing flexibility while still allowing for direct engagement with instructors and peers.

Key Benefits of Online Learning

Online learning offers several advantages , including accessibility for learners with geographical or scheduling constraints and flexibility in pacing and scheduling.

It can support a variety of educational resources, accommodate diverse learning styles , and offer opportunities for personalized learning.

Here are some of the key benefits of online learning:

• It offers flexibility to learners to access course materials at their own pace.
• It provides accessibility to education for learners from various locations and those unable to attend the classroom physically.
• It is more cost-effective than traditional classroom instruction, as it reduces expenses associated with physical infrastructure, commuting, and materials.
• It allows for greater personalization tailoring learning experiences to individual learners’ preferences, abilities, and learning styles.
• It supports a variety of resources including text-based materials, videos, audio recordings, interactive modules, e-books, live-streamed lectures, and more.
• It has a global reach connecting learners with instructors and peers from around the world, fostering cross-cultural exchange, collaboration, and exposure to diverse perspectives and experiences.

Understanding these benefits and multiple facets of online learning is crucial, so let’s take a closer look at each.

Flexibility and accessibility for learners

Online learning offers unparalleled flexibility for learners, allowing them to access educational resources and participate in self-paced learning programs fitting their daily schedules.

Unlike traditional brick-and-mortar classrooms with fixed schedules, online learning caters to the diverse needs of students , whether they are full-time working professionals seeking to enhance their skills or individuals with busy lifestyles balancing multiple commitments.

Additionally, online learning breaks down geographical barriers , enabling individuals from remote or underserved areas to access high-quality education that may not have been feasible otherwise. By providing 24/7 access to the learning material, online platforms empower learners to take control of their education and pursue their academic or professional goals on their own terms.

Cost-effectiveness and scalability

One of the most significant advantages of online learning is its cost-effectiveness and scalability . By leveraging digital technologies and eliminating the need for physical infrastructure, such as classrooms and textbooks, online courses can be delivered at a fraction of the cost of traditional education.

This affordability makes education more accessible to a wider audience , including individuals with limited financial resources or those unable to afford traditional tuition fees.

Moreover, online learning platforms have the potential for rapid scalability, allowing institutions to accommodate a larger number of students without the constraints of physical space or instructor availability. This scalability is particularly advantageous for organizations looking to expand their educational offerings or reach new markets without significant investments in infrastructure.

Customization and adaptability to diverse learning styles

Online learning platforms offer a wealth of tools and resources to cater to diverse learning styles and preferences. From interactive multimedia content to adaptive learning algorithms, these platforms can personalize the learning experience to suit the individual needs and preferences of each student.

Learners can choose the format and pace of their studies, engage with interactive exercises, and simulations, complete coursework, and receive instant feedback to track their progress and identify areas for improvement. Additionally, online courses often incorporate various multimedia elements, such as videos, animations, and gamified activities, to enhance engagement and retention.

Some platforms with advanced features like LearnWorlds , even go the extra mile offering instructors the ability to communicate with their learners as well as learners communicating with their peers, via online discussion boards, in private or public groups, and as part of a wider online learning community .

Give LearnWorlds a spin and explore its awesome capabilities. Get your free trial today!

Global reach and democratization of education

Online learning transcends geographical boundaries, enabling access to education for individuals around the world . Regardless of location or time zone, learners can connect with instructors and peers, fostering a global learning community.

This global reach not only enriches the educational experience by facilitating cross-cultural exchange and collaboration but also promotes inclusivity and diversity within the learning environment.

Moreover, online courses often offer language localization options, making educational content accessible to non-native speakers and individuals with different language preferences.

By offering this level of access to education, online learning empowers individuals from all walks of life to pursue their academic and professional aspirations , regardless of socio-economic status or geographic location.

Challenges of Online Learning

Despite its advantages though, online learning also presents challenges such as the need for reliable internet access and proper computer equipment.

It also requires the self-discipline of learners to stay motivated and focused and comes with potential limitations that may hinder social interaction as well as hands-on learning experiences.

Some of the key challenges of online learning include:

• It often lacks face-to-face interaction found in traditional classrooms, which can lead to feelings of isolation and reduced opportunities for socialization.
• It can present technical difficulties such as internet connectivity issues, software glitches, or hardware malfunctions, disrupting the learning experience and causing frustration.
• It requires greater self-motivation to stay on track with coursework, manage time effectively, and resist distractions, which can be challenging.
• It offers limited hands-on learning for certain subjects or skills that are difficult to teach and learn effectively in an online format; those requiring hands-on practice, laboratory work, or physical manipulation of materials.
• It can be prone to distractions such as social media, email, or household chores, making it difficult for learners to maintain focus and concentration.
• It raises quality and credibility concerns related to educational content and credentials, requiring learners to carefully evaluate the reputation and accreditation of online programs.

Now, let’s examine these downsides in greater detail as well.

Social isolation and lack of face-to-face interaction

Without the physical presence of classmates and instructors, online learners may miss out on spontaneous discussions , group activities, and non-verbal cues that facilitate communication and relationship-building in traditional classrooms. This lack of social interaction can impact engagement and satisfaction with the learning experience.

Technical difficulties and hands-on learning

Online learners may encounter challenges accessing course materials, participating in virtual sessions, or submitting assignments due to technical glitches or outages. These disruptions can undermine the reliability and effectiveness of online learning platforms, requiring robust technical support and contingency plans to minimize their impact on the learning process.

When such problems occur, offering hands-on learning experiences becomes even more difficult. Laboratory experiments, fieldwork, or technical training may be impractical or insufficiently replicated in online environments, limiting opportunities for tactile exploration , observation, and skill development.

Combining online learning with on-site learning though, will allow learners to pursue disciplines that require practical application and experiential learning opportunities.

Self-motivation and potential distractions

Without the structure and supervision provided in traditional classrooms, online learners must possess strong self-discipline , time management skills, and intrinsic motivation to stay on track with coursework and meet deadlines.

The lack of external pressure and accountability can make it challenging for some learners to maintain focus and consistency in their studies. The convenience and accessibility of online learning can increase susceptibility to distractions, requiring learners to implement strategies for minimizing interruptions and creating conducive study environments.

💁🏼 Check out this guide on how to increase student engagement in online learning.

Quality assurance and accreditation concerns

With the wide variety of online courses and credentials available, learners must be extra careful when assessing the reputation, accreditation, and instructional quality of online programs .

Poorly designed or unaccredited courses may lack academic rigor, relevance, or recognition, undermining the value and credibility of the credentials obtained. This underscores the importance of conducting thorough research and due diligence when selecting online learning opportunities to ensure alignment with educational and career goals.

💁🏼 Here are 13 things to consider when determining the value of your online course .

Moving Forward: The Responsibility of Online Instructors & Course Creators

Our digitally-driven world makes everything possible today, and this is one of our biggest assets . Even the hardest challenges can be addressed and resolved effectively; all it takes is staying creative, flexible, and open to trying new things.

This goes out to not only online learners but especially to aspiring online instructors and course creators. Making digital learning a reality starts with a dream and a passion project. Once you have that everything else falls into place, having the right dose of determination and perseverance.

To make sure online learning environments are as inclusive and effective as should be, the next generation of educators needs to think about the instructional methods and strategies they are planning to use and select their equipment carefully.

Pedagogical considerations and instructional design challenges

Diving into the more theoretical and practical aspects of the work of educators , it’s important to go over some key pedagogical considerations and instructional design practices.

Below are some educational principles and strategies to take into account when creating online learning experiences:

Pedagogical Considerations

These are the principles and theories of teaching and learning that guide the design of online courses . Pedagogical considerations involve understanding how students learn best and selecting appropriate instructional methods and strategies to facilitate learning in an online environment.

This may include considerations such as active learning, learner-centered approaches, scaffolding of content, and the use of formative assessment to gauge student understanding.

💁🏼 Need help with course design? Accelerate Course Design with 18 Proven Course Templates

Instructional Design Challenges

These refer to the various hurdles and complexities that educators and instructional designers may face when creating effective online learning experiences.

Challenges may arise in areas such as content organization and sequencing , designing engaging and interactive activities, ensuring accessibility and inclusivity for all learners, managing learner engagement and motivation, and integrating technology tools effectively into the learning experience.

Instructional designers must address these challenges to create meaningful and impactful online courses.

Online course platforms, LMSs, and other tools

The technological means they will use to make this happen have to offer scalable capabilities , robust and advanced features, and provide the innovative solutions they need.

Must-have features in online learning platforms and LMSs include:

🧩 Assessments and feedback: Tools for providing timely and constructive feedback to learners, including automated quizzes, peer assessments, instructor feedback, and self-assessment activities, facilitate continuous improvement and reflection.

💬 Collaboration and social-building tools: Collaboration and communication among learners, instructors, and peers through virtual platforms, discussion forums, group projects, and collaborative tools, which can foster a sense of community and shared learning experiences.

📊 Detailed reporting & analytics: Track progress, monitor performance, and assess learning outcomes through data-rich analytics offered by an LMS, helping to facilitate informed decision-making and targeted interventions.

📝 SCORM-compliance: Ensures that your learning content aligns with the desirable e-learning market standards and is compatible with different LMSs. It allows for interoperability between various tools and platforms, ensuring seamless integration and consistent user experience across different systems.

📲 Mobile Learning: Use of mobile apps on devices such as smartphones and tablets to deliver educational content and facilitate learning activities. It enables learners to access educational resources anytime, anywhere, thus promoting flexibility and accessibility.

🎨 White-labeling: Removing the branding of the LMS provider to customize the appearance and branding of your e-learning website to align with your own brand identity. This can include customizing the platform’s logo, color scheme, and other visual elements.

🎮 Gamification: Involves integrating game design elements and mechanics into e-learning content to engage learners and motivate them to participate in learning activities via the use of points, badges, and leaderboards.

🎥 Live sessions: Real-time, synchronous learning experiences that offer instructor-led opportunities – instructors and learners interact with each other in virtual classrooms or webinars aiding collaboration, and engagement.

🛠️ Integrations: Ability to connect with other software systems and tools, such as CRM (Customer Relationship Management) systems, content repositories, video conferencing tools, and third-party applications, enabling seamless data exchange, and enhanced functionality.

💡 AI-powered functionality: Utilizes AI and machine learning algorithms to automate processes, personalize learning experiences, and provide intelligent insights. This enhances efficiency, effectiveness, and scalability in e-learning by leveraging advanced technologies to support learners and instructors throughout the learning journey.

Lead the Change as a Course Creator: Embrace Online Learning

In this article, we have explored the evolution of online learning, from its early days in computer-based instruction to its current status as a transformative force in education .

As we’ve seen, online learning holds immense potential for democratizing education by overcoming geographical barriers and providing access to unique learning experiences. For the modern digital creator, educator, and trainer, there are huge opportunities to teach online and monetize knowledge while empowering learners from all around the world.

By embracing innovative pedagogical approaches, and fostering interactive learning environments, you can easily create value-packed online courses that cater to the unique needs and preferences of your learners.

Start building your online academy by leveraging a robust learning platform like LearnWorlds . Try it out for free today!

Further reading you might find interesting:

• 183 Profitable Online Course Ideas With Examples
• How to Start a Profitable Online Course Business From Scratch
• Knowledge Economy: How to Sell Knowledge Online
• How to Create and Sell Profitable Online Courses: Step-by-Step Guide
• Sell Digital Downloads: The Complete Guide
• How Much Money Can You Make Selling Online Courses?
• How to Make Money on YouTube: 7 Ways to Monetize

Kyriaki Raouna

Kyriaki is a Content Creator for the LearnWorlds team writing about marketing and e-learning, helping course creators on their journey to create, market, and sell their online courses. Equipped with a degree in Career Guidance, she has a strong background in education management and career success. In her free time, she gets crafty and musical.

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Article contents

Online learning.

• Lisa Marie Blaschke Lisa Marie Blaschke Carl von Ossietzky University
•  and  Svenja Bedenlier Svenja Bedenlier Friedrich-Alexander-University Erlangen-Nürnberg
• https://doi.org/10.1093/acrefore/9780190264093.013.674
• Published online: 30 April 2020

With the ubiquity of the Internet and the pedagogical opportunities that digital media afford for education on all levels, online learning constitutes a form of education that accommodates learners’ individual needs beyond traditional face-to-face instruction, allowing it to occur with the student physically separated from the instructor. Online learning and distance education have entered into the mainstream of educational provision at of most of the 21st century’s higher education institutions.

With its consequent focus on the learner and elements of course accessibility and flexibility and learner collaboration, online learning renegotiates the meaning of teaching and learning, positioning students at the heart of the process and requiring new competencies for successful online learners as well as instructors. New teaching and learning strategies, support structures, and services are being developed and implemented and often require system-wide changes within higher education institutions.

Drawing on central elements from the field of distance education, both in practice and in its theoretical foundations, online learning makes use of new affordances of a variety of information and communication technologies—ranging from multimedia learning objects to social and collaborative media and entire virtual learning environments. Fundamental learning theories are being revisited and discussed in the context of online learning, leaving room for their further development and application in the digital age.

• online learning
• online distance education
• digital media
• learning theory

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Digital learning and transformation of education

Digital technologies have evolved from stand-alone projects to networks of tools and programmes that connect people and things across the world, and help address personal and global challenges. Digital innovation has demonstrated powers to complement, enrich and transform education, and has the potential to speed up progress towards Sustainable Development Goal 4 (SDG 4) for education and transform modes of provision of universal access to learning. It can enhance the quality and relevance of learning, strengthen inclusion, and improve education administration and governance. In times of crises, distance learning can mitigate the effects of education disruption and school closures.

What you need to know about digital learning and transformation of education

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A Decade of Innovation: Online Learning at Harvard

Published march 6, 2024.

“The pandemic accelerated the adoption of online learning and its impact will likely continue to shape higher education for many years to come.”—Catherine Breen, Managing Director for Harvard Online.

At Harvard Online, increasing access to education is our purpose. We are committed to positively impacting learners, wherever they may live, by making a Harvard-quality education available to anyone with an internet connection. 

Meeting this purpose requires a firm grasp on current innovations with eyes fixed on what comes next. At Harvard Online, we are always asking, “What does the future look like for teaching and learning?”

A Brief History of Online Learning at Harvard

The Harvard Online brand launched in 2022 as part of the Office of the Vice Provost for Advances in Learning (VPAL) , a multifunctional department that works across all of Harvard's 12 schools and has been furthering Harvard’s vision for online learning for more than a decade.

In 2012, Harvard, in partnership with MIT, launched the innovative platform edX to leverage the global connectivity of the internet to translate the University’s world-renowned education into new and widely accessible formats. An emergent learning modality, massive open online courses (or MOOCs ), provided the opportunity to do just that.

True to their name, MOOCs are freely accessible to anyone with an internet-connected computer, allowing learners of diverse backgrounds from around the globe to experience the expertise of Harvard faculty. The original Harvard courses developed for the edX platform revolutionized online learning and confirmed Harvard as a leader in innovative pedagogical technologies.

Online Learning, A Solution in a Crisis

Harvard’s command of online learning became a critical asset for the University when the Covid-19 pandemic hit. When Harvard’s President Larry Bacow announced in-person classes would be suspended for the spring semester in March 2020, the entire University had to shift to a model of remote learning to limit the spread of coronavirus. 

By this time, VPAL already had years of experience in creating online courses and was uniquely positioned to provide its expertise and advice during this transition.  

Not only could online learning serve as an alternative to in-person classes in a time of crisis, it could also be leveraged to disseminate vital information to medical professionals serving communities around the world, best showcased in our Mechanical Ventilation for COVID-19 course. 

Throughout the period of online learning necessitated by the pandemic, it became clear that VPAL’s contributions to the future of education and online learning made a larger impact, at Harvard and beyond, than what was originally imagined. What had started as a means of opening the (virtual) doors to a Harvard education for a global audience became the saving grace of the core educational mission of the University for over a year of online learning. During that period of forced innovation, Harvard experimented with new teaching formats and technologies, and pushed the boundaries of what we thought we could achieve with an online classroom.

In January 2021, VPAL launched its first certification courses in partnership with Harvard Business School Online. Aimed at professionals and organizations, these advanced online courses leveraged the cutting-edge technology of the HBSO platform and case study method to diversify the offerings of Harvard to a global online audience.

After a thorough study of best practices and Covid-era innovations, VPAL was positioned to lead the University into the next phase of online learning. In early 2022, the Harvard Online was introduced to encapsulate and expand upon VPAL’s original values and mission, bringing together courses from multiple online learning platforms, including edX and HBSO, in an expanded repertoire with thoughtful curation around themes including health care leadership and digital futures. 

As of February 2024, Harvard Online proudly offers 132 courses with over 25 million learners who have earned 504,337 certificates—and counting!

Looking Ahead

With eyes always on the horizon, the Harvard Online team is committed to executing the vision of the Office of the Vice Provost for Advances in Learning, expanding our course offerings with innovative formats, engaging a global community of learners, and shaping the future of education by leveraging the latest research and technology. 

For instance, the advent of generative AI promises a paradigm shift in the educational framework, and Harvard Online is poised to lead the way. Most recently, our colleagues at the Harvard Initiative for Learning & Teaching (HILT) hosted their annual conference Teaching in the Age of AI: Nurturing Connection and Empowering Learners , and it inspired us to think about the value of expert-led conversation in delineating complex and broad topics.

We have the fortunate position of being able to connect with many experts at the forefront of the future of online learning. What better way to see where we’re going than to ask them? 

In our next blog post in this series, we speak with Catherine Breen , Managing Director of VPAL, on her observations from recent years of online education and what the future holds for Harvard Online.

The history of online learning and Harvard Online are just one small part of our story. To learn more about our wide array of online courses and how to enroll, check out our Course page .

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Online Education 101

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Exploring Online Education:

Online education is often preferred by professionals, parents, and students who need a flexible school schedule. This article will help you understand the basics of online education, recognize its benefits and drawbacks, and choose an online education program that fits your needs.

What is Online Education?:

Online education is any type of learning that occurs through the internet. Online education is often called:

• distance learning
• distance education
• virtual learning
• online learning
• web-based training

Is Online Education Right for You?:

Online education isn’t for everyone. People who are most successful with online education tend to be self-motivated, skilled with scheduling their time, and capable of meeting deadlines. Advanced reading and writing skills are often required to excel in text-heavy online education courses. See: Is Online Learning Right for You?

Online Education Pros:

Online education offers flexibility for people who have work or family responsibilities outside of school. Often, students enrolled in online education programs are able to work at their own pace, accelerating their studies if desired. Online education programs may also charge less than traditional programs.

Online Education Cons:

Students involved in online education often complain that they miss the direct, face-to-face interaction found on traditional campuses. Since coursework is generally self-directed, it is difficult for some online education students to stay engaged and complete their assignments on time.

Types of Online Education Programs:

When choosing an online education program, you’ll need to decide between synchronous courses and asynchronous courses . Students taking online education courses synchronously are required to log on to their courses at the same time as their professors and peers. Students taking online education courses asynchronously may log on to the course website whenever they choose and do not have to participate in discussions or lectures at the same time as their peers.

Choosing an Online Education Program:

After surveying your online education options, choose a school that fits your personal goals and learning style. The About.com list of Online Education Program Profiles can help you make the right decision.

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

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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.

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With Online Learning, ‘Let’s Take a Breath and See What Worked and Didn’t Work’

The massive expansion of online higher education created a worldwide laboratory to finally assess its value and its future.

By Jon Marcus

This article is part of our Learning special report about how the pandemic has continued to change how we approach education.

Kameshwari Shankar watched for years as college and university courses were increasingly taught online instead of face to face, but without a definitive way of understanding which students benefited the most from them, or what if anything they learned.

As an associate professor of economics at City College in New York, Dr. Shankar knew that one of the most important requirements of scientific research was often missing from studies of the effectiveness of online higher education: a control group.

Then came the Covid-19 pandemic, forcing almost everyone on earth online and creating a randomized trial on a planetary scale with a control group so big, it was a researcher’s wildest dream.

“The pandemic and the lockdown — that’s a great natural experiment,” said Dr. Shankar. A study she co-authored called it “a gold mine of evidence.”

Now the results of this experiment are starting to come in. They suggest that online higher education may work better than prepandemic research suggested, and that it is evolving decisively toward a combination of in-person and online, or “blended,” classes.

“For two years we’ve had sort of a petri dish of experimenting with learning online,” said Anant Agarwal, chief platform officer of the online program management company 2U and former CEO of edX, the online provider created by the Massachusetts Institute of Technology and Harvard and sold last year to 2U for $800 million. “Now people are sitting down and saying, ‘Let’s take a breath. Let’s see what worked and didn’t work.’ ”

About a third of higher education was entirely online before the pandemic, and the rest continued to be delivered face to face in brick-and-mortar classrooms, according to the research company Bay View Analytics. The huge spike that occurred during the peak of lockdowns propelled not only unprecedented innovation and investment in online higher education, but also a spree of research into whether and how well it works.

“Initially when we were doing that research it was always on the class or the course level and very rarely were you able to see how online education worked across programs and across institutions,” never mind across the world, said Michael Brown, assistant professor of higher education and student affairs at the Iowa State University School of Education.

Scholars have the same chance to study how kindergartners through 12th graders fared online, though the results will take longer to see than they will for older students, said Carla Johnson, a professor of science education at North Carolina State University and co-author of a study underwritten by the U.S. Department of Education that reviewed all of the pre-existing research about this.

That earlier research largely found that primary- and secondary-school students who learned online before Covid — largely in rural and online charter schools — did less well in math and reading than their counterparts in brick-and-mortar classrooms. Based on this, Dr. Johnson and her colleagues suggested better teacher training , more equitable access to technology and more support for students to help them work independently.

As for how K-12 students did when almost everyone moved online, however, she said, “you’re looking at three to five years in terms of being able to measure academic impact” as they progress into subsequent grades and take standardized tests.

“There are a lot of people who are really interested in that and there are a lot of people investigating it,” Dr. Johnson said.

Online Research Grew

At this year’s meeting of the American Educational Research Association, 236 papers were presented with the word “online” in their titles, compared to 158 the year before the pandemic — a nearly 50 percent increase. Felice Levine, the association’s executive director, likened these projects to the real-time, rapid-response studies of the impact of natural disasters such as Hurricane Katrina.

“This is action research on steroids!” a university administrator enthused anonymously in a survey, referring to a type of scholarship that examines an activity in progress.

Just as with studies of the effectiveness of online education for students in kindergarten through 12th grade, much of the prepandemic research into online higher education concluded that students in online programs did worse than students in in-person courses. On average, they had lower grades, higher dropout rates and poorer performance in subsequent classes. Outcomes were especially bad for men, Black students and students who had fared poorly in their earlier educations.

But many of these studies suffered from what scholars describe as self-selection bias, said Dr. Shankar — in this case, the fact that people who chose to take courses online also shared other inherent characteristics, skewing the results. Students who enrolled in online higher education programs before Covid tended to be older and studying part time, for instance, and often had jobs and families. “We would expect a part-time student with other obligations to perform less well,” Dr. Shankar said.

During the pandemic, the variety of students learning online “absolutely increased,” said Di Xu, an associate professor of higher education and public policy at the University of California, Irvine, who began doing research into online learning before Covid. That makes it easier to objectively determine “who seems to benefit and who struggles the most,” Professor Xu said.

Dr. Shankar and others have been combing through the massive amounts of newer information generated during the pandemic, when learning online was largely no longer a choice, eliminating self-selection bias. “We are optimistic that the post-pandemic data will show more favorable outcomes,” she said.

Already, in surveys conducted at City College, Dr. Shankar and her co-authors have found that online instruction appears particularly effective in large introductory classes with 100 or more students, since those students can use chats and virtual feedback to raise questions they aren’t able to ask in giant, impersonal lecture halls.

Students in small elective classes like it less, saying there is too little opportunity for face-to-face discussion.

Graduations Sped Up

Another study has found that providing required courses online helps students graduate more quickly , often because in-person versions of the courses are full or unavailable.

Students in general are also at least somewhat more interested in learning online now than they were before the pandemic. That’s the consensus of roughly 75 percent of university chief online officers in the Changing Landscape of Online Education, or CHLOE, survey by the nonprofit Quality Matters and the higher education consulting firm Eduventures. College and university students will all now be online for at least part of their educations, these administrators almost unanimously say.

Not everyone loved online learning during the pandemic — especially in the early stages, when it was at its most haphazard. Nearly three in 10 students in a Strada Education survey in the fall of 2020 said their ability to learn was much worse online than in person.

Even now, acceptance is lukewarm, emerging research shows.

Only about a third of Americans say they are “probably” or “definitely” confident about the quality of online courses , another Strada survey found. Forty-seven percent of students and 43 percent of faculty members give online education an A for meeting their educational needs, according to Bay View Analytics.

But 57 percent of students are more optimistic about classes that are entirely online than they were before Covid. Nearly 99 percent of the university chief online officers in the CHLOE survey expect an increase in online instruction , up from 70 percent who expected one before Covid .

As for faculty, even if only 43 percent give a top grade to online higher education, in Mr. Agarwal’s opinion, that’s a win. “Really what happened during the pandemic is people tried it for the first time and many of them liked it,” he said. That has resulted in “a much bigger leap than in the normal course of evolution.”

Another thing that’s taken a big leap is blended learning, combining such things as short videos and frequent, computer-graded tests with in-person classroom lectures and discussion. Though it’s been practiced for a while, there’s now widespread consensus that online higher education, at least for undergraduates, will largely take this form.

“What we have now is an unprecedented agreement about the direction of higher education, in terms of teaching mode, that we have never seen before,” said Jeff Seaman, director of Bay View Analytics, who has tracked this field since 2003.

Faculty Favored Hybrid Classes

By last year, more than half of all faculty said they “agreed” or “strongly agreed” that they wanted to combine online with face-to-face instruction , a Bay View Analytics survey found. A Harvard University task force found that 82 percent of faculty there were interested in adding digital tools they adopted while teaching remotely to their in-person classes.

That number likely includes many faculty who, before the pandemic, stuck to fully in-person teaching, Professor Brown, of Iowa State, said. “Then this terrible thing happened that forced people to try online education who would have probably resisted it for another decade. If there is a takeaway that’s clear now, it’s that the shift in teaching culture has opened folks up to technology more.”

Mr. Agarwal said the pandemic also exposed bad practices, such as online-only classes that consisted almost exclusively of very long lectures.

“The world has not gone back to zero, but has settled somewhere in the middle where we’re coming into a blended future,” he said.

More than four out of five institutions built up their technical teams during the pandemic to support online learning, and are offering more faculty training programs in it, the CHLOE survey found — an infrastructure that will likely stick around.

Some scholars caution that the unprecedented nature of the pandemic could complicate research as much as self-selection bias did before it started. Faculty and students had to juggle outside stress, for instance.

“You have all of these factors going on with the pandemic affecting everything from personal health to family members’ health to employment,” said Cassandra Hart, an associate professor of education policy at the University of California, Davis, who is studying the effect of the pandemic on higher education.

Added Professor Xu: “The shift to remote instruction because of the pandemic was accompanied by so many other things that changed at the same time. It’s really difficult to tease out the impact of instruction.”

Online higher education also took so many forms — from professors lecturing over Zoom to sophisticated multimedia courses developed by professional instructional designers — that it’s hard to generalize about.

“The variability is massive,” Mr. Seaman said. “I just see too many people lumping all of this stuff together, and you can’t do that.”

But Dr. Shankar said all of those varieties of online learning offer more, not less, opportunity for study. “That would be another gold mine of evidence,” she said: “not just online versus traditional, but also within online what works and what doesn’t.

One finding that has emerged from the pandemic could have the greatest effect of all on online higher education: Nearly half of employers said their opinion of the quality of online credentials has improved, according to a survey by the Northeastern University Center for the Future of Higher Education and Talent Strategy. Still, since so many students who participated in it haven’t yet applied for jobs or even graduated, conclusively measuring the effectiveness of online learning will take time. The academic semester now underway, researchers say, is a first test of new methods and acceptance.

“It’s going to take years for us to really be able to see, out of the things coming out of the pandemic, what works well, what works well in some settings and what works well for some students and not for others,” Professor Hart said.

Jon Marcus has written about higher education for The New York Times, The Washington Post, The Atlantic, Time, US News, and The Boston Globe, among others. He is a higher education editor at The Hechinger Report and has been North America correspondent for The Times (U.K.) Higher Education Magazine, and former editor in chief of Boston Magazine.

An earlier version of this article misstated the title that Kameshwari Shankar holds at City University of New York. It is associate professor, not assistant professor.

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• Published: 25 January 2021

Online education in the post-COVID era

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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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Lockee, B.B. Online education in the post-COVID era. Nat Electron 4 , 5–6 (2021). https://doi.org/10.1038/s41928-020-00534-0

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Online Teaching and Learning (Chapters)

Chapter 1: Introduction to Online Teaching and Learning

Introduction to online teaching and learning.

Welcome to the world of online teaching and learning! The purpose of this textbook is to provide guidance and advice for instructors who would like to develop an online course. The overall goal is to provide clarity about many of the steps required to design a course. This book will explore the basics of distance education and online teaching. Furthermore, the book will explain how to structure an online course, create a syllabus and design activities, content and assessments.

“It is not about the technology; it’s about sharing knowledge and information, communicating efficiently, building learning communities and creating a culture of professionalism in schools. These are the key responsibilities of all educational leaders.”

– Marion Ginapolis,  Superintendent & Blogger

Online Teaching Readiness Survey

Designing and teaching an online course requires additional skills that an instructor may not normally use when teaching face-to-face, in-person classes. The Eastern Connecticut State University  (2022) survey from the link below will let you check your technology, pedagogy, and organizational skills and attitudes related to teaching online:

• How Ready Are You to Teach Online?

How did you do? Use your results as you read this week’s chapter. Focus on what you would like to work on in this course to prepare you for designing and teaching an online course.

What is Online Learning?

Watch this video to get started:

Online courses generally take much longer to develop than most people realize. The information in this book is important in that it is based on practical experience gleaned from those that have designed and offered successful online courses.

New online instructors often have ideas about what an online class should be based on what they have heard and seen from colleagues. One of the biggest myths about online classes is that they are just “correspondence courses online” where an instructor puts something together before the semester starts and then walks away for a few months before coming back to submit final grades. Successful online courses are more than a textbook, slide decks or lecture notes, and automatically scored quizzes. They include instructors actively teaching and supporting student learning, providing helpful and timely feedback, designing opportunities for students to learn and work together, and challenging students to be better communicators, problem solvers, innovators, and community contributors.

Myths about Teaching Online

Watch this video about myths about teaching online:

Other misconceptions about online classes include:

You do not get to know your students. Because you do not meet in person, many faculty believe that you cannot get to know your students in an online class. Experienced online faculty report that they often feel they know their students better than the students in their in-person classes. This is because students who would never speak up in a classroom can feel much more comfortable participating in an online discussion forum, where they have more time to think about what they want to say.

Everybody goes at their own pace.  A standard “everyone progresses together” course is much more efficient and enjoyable for both students and faculty. This is due to the need for ongoing interaction between students, the nature of collaborative work, and the simple issue of logistics. While go-at-your-own-pace online courses exist, they require more work on the part of the instructor to remain engaged with all students and make sure it does not follow a correspondence model.

I have to be available 24/7.  Just because students may email you in the middle of the night does not mean you need to respond to them in the middle of the night. While student questions should be replied to in a timely manner, an immediate response is an unreasonable expectation for both students and faculty. Your syllabus should explain your availability and turn-around time for messages (replying within a 24 hour period is recommended) and your preferred contact method.

Everything has to be written.  Online courses are different from paper correspondence courses in many ways, one of which is the use of audio and video, by both instructors and students. Using phones, tablets, and webcams, faculty can interact with students (asynchronously or synchronously) including activities ranging from video introductions and video-based feedback to interactive group presentations.

Adapting to Online Teaching and Learning

When you start to teach online, you will have to adjust to a new way of instruction. The following section includes a few points for new online instructors.

Communication takes longer. One issue that new online instructors may not consider is the impact of the time delay that is inherent in asynchronous communication. Writing a clear explanation often takes longer than simply saying it verbally. It is easy to use video or audio to explain things, but, for most faculty, writing will come more naturally.

The workload is more diffuse . With an in-person class, your teaching activity tends to be concentrated around your class meetings. The first thing many faculty note when teaching online is that activity is continuous. Communication happens when students have questions, which may be any day of the week. The need to check in with students frequently is something that it can take time to get used to.

Students really do want to hear from you . Student feedback consistently shows that they want to hear from the instructor. Whether you use discussions, announcements, or the inbox, being visible in the course is important for both student learning and retention.

You do not have to think of your class in MWF 10:00-10:50 blocks . In an in-person class, you may regularly run out of time to finish discussing or explaining something. You may choose to start the next class by finishing the previous class session or you may choose to let it go and move on to what you had planned for the next class. In an online class, all of your explanations and examples are there in a module for your students so you won’t run out of time. While this isn’t an open invitation to put an unlimited amount of content into the course, it does mean your students have a better chance to not miss out on things that “drop off” the end of the course for lack of time.

Chapter Questions

• What aspects of online teaching and learning does the textbook aim to address?
• Predict how the guidance provided in this textbook will help a new online instructor develop an effective online course.
• List two myths or misconceptions about online teaching and learning.
• Compare and contrast the workload for online instructors and traditional in-person instructors.
• Explain two challenges that a new instructor could face when adjusting to online teaching.

Online Teaching & Learning Copyright © 2023 by Trustees of Indiana University is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

How Online Learning Is Reshaping Higher Education

As the pandemic eases, many institutions are realizing that properly planned online platforms will allow them to better serve all students, including nontraditional learners.

Online Learning Is Reshaping Higher Ed

Getty Stock Images

“The nice thing about online education is that it can actually escape geographical boundaries,” said Don Kilburn, the CEO of UMass Online.

Two years ago, as COVID-19 caused campuses to close, some institutions were able to shift their students to already robust online learning programs. But many other colleges and universities scrambled to build online education curricula from scratch. Students and faculty often found themselves logging onto Zoom or other platforms for the first time, with little knowledge of how to navigate a new world of virtual learning.

“When the pandemic hit, it was a provocation, as well as a demand for innovation,” said Caroline Levander, the vice president for global and digital strategy at Rice University in Houston, during a recent webinar on the future of online learning hosted by U.S. News & World Report.

While the changes were challenging for many, faculty members at Rice and elsewhere embraced the new opportunities that online learning offered. Levander shared an example of a Rice physics professor, Jason Hafner, who capitalized on the virtual environment to find compelling new ways to teach concepts to students.

“He had been innovating with online delivery in our non-credit offerings before the pandemic,” said Levander. But once COVID-19 spread, Hafner moved beyond the walls of his classroom and took advantage of Rice’s physical campus to enhance his teaching with video-recorded experiments conducted outside of normal class times. For example, in one lesson, he climbed atop a rock edifice in Rice’s engineering quad to drop two equally sized spheres – one made of aluminum and the other of steel – to demonstrate that they would fall with the same acceleration despite their different densities.

Now, many educators are reassessing how virtual learning can further enhance the student experience by offering greater flexibility than in-class options, particularly for hybrid and all-virtual instruction models. During the early days of the pandemic, “people stood up Zoom classrooms” and “they put a lot of video lectures up online,” said Jeff Borden, the chief academic officer for D2L, a company that creates online learning software. “That’s fine. That was important to get people through.” Now, however, Borden stressed, colleges and universities have the opportunity to move beyond these makeshift models. They can work to build more durable online learning platforms that meet the needs of a range of learners who must access coursework at different times and in different formats to suit their particular goals and lifestyles.

While a four-year college education can be thought of as a default for many, there are a lot of people for whom “that’s not the right path,” said Borden. In fact, some students may be looking simply to gain credentials or to upskill, rather than get traditional degrees. “There are tens of millions of other people in our society who have needs that are other than that, who have desires that are different than that,” Borden noted. Online learning now enables older students, working adults, people from nontraditional backgrounds and those who might be neurodiverse to access content more easily than ever before, Borden added.

The multitude of options also extends to graduate and professional schools, many of which have rolled out fully or partially online programs in recent years. In fact, applicants to Rice’s fully online master’s degree program are “much more diverse in every way than students who apply to the residential counterpart,” Levander said, because access is made easier and more compatible to students who may be juggling work and family obligations.

“The nice thing about online education is that it can actually escape geographical boundaries,” said Don Kilburn, the CEO of UMass Online, which has offerings across the five University of Massachusetts schools. Kilburn agreed with his fellow panelists that online learning models play a critical role in broadening access. He also emphasized the potential added benefit of lessening the financial burden on students, since online programs can often cost a fraction of in-person ones. “Part of accessibility is affordability,” he said. “I do think there are ways to actually deliver fully online programs that have a lower cost structure and may actually reduce the cost of education significantly.”

Part of serving the needs of those who choose to attend classes online means understanding why they do so and how their needs differ from those who choose traditional, in-person options, said Nancy Gonzales, the executive vice president and university provost at Arizona State University , whose online programs will reach approximately 84,000 students this year.

Many online students choose to take fewer courses at a time and may take semesters off to accommodate other aspects of their lives like taking care of children or work responsibilities – part of why the flexibility of online learning is so appealing, Gonzales said. “We’ve been trying to really try to understand what is the cadence of attendance and how do we meet the needs of students, because they are a very different population,” said Gonzales.

At the same time, for Gonzales, part of what makes an online education model successful is providing students with comparable support and services to what they might receive through in-person instruction. Such services might range from financial aid counseling to ensuring that students can interact with their peers on discussion boards, in order to ensure that interactions with classmates are not lost when attending class online.

But the promise of online education, the panelists agreed, is great. “I think we are just at the beginning of the digital transformation,” said Kilburn. “I can’t tell you when, but at some point you will see a revolution in education like you will in everything else.”

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What is Online Learning: Teaching and the Future of Education

Online learning is a type of educational activity that makes use of electronic mobile devices as a means to teach, as well as interact with students.

Online learning is changing the way knowledge is disseminated across societies, states, and cultures. With more access to the internet than ever before, people are hungry for knowledge. And this is just the beginning.

It is growing at a rapid rate, with millions of people of different ages, cultures, and genders around the world taking up courses. Online learning gives opportunities for people to learn whatever they want, whenever they want.

This article will give you a general idea about online learning and hopefully answer some of your questions about how it all works. Enjoy.

What is Online Learning? 

By definition, online learning is the use of the internet and other computer-based methods to deliver education to students.

Online learning allows students and instructors to work remotely, often at any time of day.

Online learning is less commonly known as distance learning, e-learning or e-teaching, online teaching, and online instruction.

The objective of online learning is to make available high-quality courses, whether they are academic or professional.  

How Does Online Learning Work?

Students can access well-designed course material effectively through online learning. A combination of distance education and computer education, online learning combines flexibility and interactivity .  

The way online learning works is that students can sign up for a course and progress at their own pace, often with self-assessment systems and instant feedback. Using this method, you can bridge the gap between you and an expert in a new and exciting way. 

Instead of just reading a book, taking notes, or watching a video, you are there in the moment with the so-called “live” person. This experience brings the content to life. And when something is brought to life, it makes it much easier to remember.

What are the Types of Online Learning?

Synchronous learning.

Synchronous means “simultaneous” and is a type of online learning that allows you to learn in real time. This type requires students and instructors to be online at the same time.

Students may be present in class with their instructor or in a virtual classroom with hundreds of other students. 

Asynchronous learning 

Asynchronous learning refers to the ability to take courses, discussions, quizzes, etc whenever it is convenient for you. Most online courses are asynchronous. The big advantage is you can work on your course at any time of the day or night. 

In addition, asynchronous classes don’t require you to be in class at a specific time, making them useful if you need to balance work and family obligations.

Blended learning 

In blended learning, students complete coursework by participating in both in-class and online components. Each method of instruction has its strengths and weaknesses in terms of education, but it combines two distinct methods. 

Usually, the term “blended learning” refers to K-12 (primary & secondary) education in the United States, though it can refer to virtually any formal or informal educational setting.

What Makes Online Learning So Popular Today?

It’s a flexible education option.

Flexibility is key in the world of online learning. Using the internet, learners can take up any course they want to learn anything in the comfort of their own homes.

You do not have to worry about travel or transportation issues, long breaks between classes, or waiting for the schedule. Online learning gives you the power to learn whenever and wherever you want.

Different methods and styles to choose from

Being convenient, online teaching offers a wide range of teaching methods and styles to choose from. When it comes to virtual education, students can choose from various teaching approaches to learning more effectively and quickly. 

Online learning features various teaching styles such as traditional teaching, business teaching, social teaching, interactive teaching, gaming teaching, and such.

It fosters critical thinking 

Online education is the best tool for critical thinking one would need. It enhances our mental faculties of being able to understand complex situations better.

No wonder, online courses are more popular among business owners, entrepreneurs, startup innovators, and all the leading minds in different fields.

Enjoy a broader perspective of topics

In today’s education environment, it is very common that students have been taught from a very narrow perspective of a subject.

Online learning provides the student with a broader perspective by providing materials from various teachers and resources. With internet learning, students can enjoy more resources and guidance from all over the world.

How are Online Learning Methods Delivered?

Video conferencing platforms or webinars.

Video conferencing is a powerful tool for delivering education and training to groups of people all over the world.

Virtual conferencing software like Skype and GoToMeeting allow students and teachers to connect life, in real time with voice and video. With these platforms, educators can connect their students from anywhere in the world.

SEE: A guide on how to create a webinar 

E-learning modules

An e-learning module is designed to give individuals the knowledge needed to achieve an objective. It consists of several online lessons containing assessments, interactive activities, videos, graphics, and other forms of media. 

Corporate and government training departments often use e-learning modules to train employees on using new technologies, and safety measures, or just to improve staff skills.

Learning management systems (LMS)

Simply put, learning management systems (LMS) are the technology platforms developed to deliver online learning experiences. They bring together all of the components required to support instructional delivery. 

They do this by aggregating content (learning objects), tracking student progress, facilitating interactions between students and instructors, providing analytics to improve learning occurrences in the future, and enforcing adherence to established educational standards. 

All of these activities are done to ensure that the intended learning experience is delivered uniformly across different groups of students, courses, or programs. 

Interactive lecture style

The difference between traditional classroom learning and eLearning is the method of delivery.

Teachers have classroom technology, but lab hours can be shared with several classes, and lectures must be recorded to be delivered online. 

Instructors who want to use an interactive lecture style with a course can use a variety of tools that include video, audio, screen sharing, instant messaging, and discussion boards.

Massive open online courses (MOOCs)

MOOCs are open to the public, free of charge, and typically consist of recorded lectures and materials posted on online portals hosted by third-party providers.

In addition, MOOCs are a way to educate a very large number of students for a very low cost. This mode of delivery gives educators and students access to an enormous number of educational resources.

Why Does Online Learning Still Have a Negative Reputation?

Technological issues.

Like other online endeavors, online education has had its share of early challenges. Several technical challenges have plagued Internet-based educational administration and instruction, such as internet connectivity, security risks, and infrastructure limitations. 

In addition to those hurdles, Internet-based tools have been underutilized by teachers historically.

Time differences in courses

Except for a few religion courses, all time zones in online courses are central. Sleep and waking hours probably differ from one another. This is why many people get bored or groggy when they begin an online class that starts early. 

When the time differences are extreme, such as the east coast to the east coast, it can be impossible for students to stay awake through an entire course. Since everyone can see how uninvolved their classmate is, this has a negative effect on the group atmosphere.

Less social interactions

Despite all the new online learning tools that are available, some people still think of online education as less social. Suppose you’re taking a subject like math where some students believe that collaboration is necessary to learn topics. 

A student could feel anxious about participating in or even finding an online group for this purpose, which can make it harder to learn new concepts.

Screen time management 

Screen time management when it comes to online learning is a very vital matter. It is difficult to get around spending a lot of time in front of the computer screen. 

Online learners spend so much time typing and filling out questionnaires, which can obscure the real work involved in completing coursework.

People also argue that technology-based learning exploits the increasing reliance on technology as a cause for laziness. 

High rate of distraction

Teachers conducting online classes often do not have clear rules or an established means of enforcing them, resulting in students’ distractions by social networks.  

These distractions can be related to other individuals, technology, social media sites, and various other factors. Furthermore, some studies indicate that anxiety, depression, and even obesity are interrelated.

Cybercrime 

A few years back, people used to think that the internet is a safe place where they can do anything and it will be secure. They could not have been further from the truth. Even the simplest usage of the internet can put you at risk for cybercrime.

Virtual or online learning sometimes referred to as cyber education, online learning, or distance education, stands at the forefront of educational technology.

However, the same advantages of this form of learning that make it very popular also make it vulnerable to cybercrime.

Why is Online Learning Referred to as the Future of Education?

People seem to be using their cell phones and tablets for everything these days – from watching TV to reading the news – but what about education? 

What if you could use your mobile device to learn a new language, brush up on that long-neglected history lesson or just watch a few videos that will help that “pop” sound when you talk? Online learning allows you to take those classes. 

It gives you the chance to self-teach and work at your own pace, and check out whatever topic interests you. Not only do students feel that this method helps them learn easier, but parents and employers view online learning as a way to save money on public education costs.

Takeaway : Online learning is the future of education because it’s effective, convenient, and offers real-time, user-generated content. Because of the wide availability of mobile learning apps and tools, online education is likely to become more accessible in the future, even for those with busy schedules.

How does online learning differ from the traditional learning system?

In comparison with traditional tertiary education, online learning is available to all students. It offers flexible access to course materials and facilitates communication between students and instructors (and among students).

Is online learning effective?

Yes. Online learning is a convenient and cost-effective way to receive a quality education. Many courses offer a blend of both formal and informal methods of teaching. 

Millions of people around the world use eLearning to supplement their current curriculum or further their education at all levels. Additionally, it is suitable for students of all ages.

How do you prepare for online learning?

Apart from a laptop and internet connection, prepare well for online learning by getting into the right frame of mind and by doing a little prep work before you log in and take your first internet class.

Plan ahead and manage your expectations You’ll be ready to meet your potential in no time.

Final Thoughts 

The world is changing. Increasingly it’s becoming possible to learn things without having to travel to a physical location. Online learning is here, and it’s going to get bigger.

The future of online learning is not about the next generation of digital tools. It’s about meeting students where they are and addressing their needs with quality online resources that help them navigate their path to success. 

Teachers who want their online education to be effective need to learn tricks to engage students. See the article on effective strategies for assessing your online students if this idea piques your interest.

Creating online courses for learners is also necessary. It is also essential to create interesting online courses to engage your students and make money. For tips on creating profitable online courses , read this article.

Lmshero is a blog that aims to inform the public about everything related to education conducted online. For more information, visit the guide section on the blog. Either as a teacher or as a student, you will be able to find many helpful resources.

Thanks for reading.

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• Best Online Learning Platforms To Learn Anything Online
• How To Create And Sell Profitable Online Courses
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Important Facts

What Is Online Education? How Does It Work? – Guide

Jan 22, 2024 74.9K Reads

What Is Online Education?

Online education is a procedure of gaining skills and knowledge through electronic devices like computers, mobiles, laptops, etc using the internet. Online education makes it possible for tutors or mentors to reach all the students more flexibly and teach them the relevant skills more efficiently. The students who can not attend traditional regular classes now can also learn anything from anywhere using the internet.

The Covid-19 pandemic affects all the sectors of livelihood. Due to the lockdown, students were not able to attend a traditional classroom that falls a negative impact on their studies. So the educational government of India decided to start online classes for the students so that their studies can be continued.

This will create a demand for online educational methods and the importance of online education came to know during this time. Many colleges, schools, and educational institutes come forward to provide online courses to the students. Courses that will help the students to enhance their skills and get knowledge from their home through the internet.

Online education becomes a great source of education that is available 24/7 for the students. Through the incredible invention of devices (like mobile phones) or technology and the availability of the internet, it will become more flexible for students to learn anything from anywhere at any time. This kind of learning flexibility can not be attained during traditional classroom learning as the students will become four bound during the face to face learning.

Online education comprises audio, text, video, animations, chats with tutors or mentors, and virtual training that is given by the teachers to the students. These are the methods of conveying the skills and knowledge to the students so that they can become professionals in their fields.

There are many internet sources through which the teachers and students get connected. Some of them are social media platforms, google meet, WhatsApp, zoom, etc. By using these sources the teachers can connect to a large number of students at a time. These sources make it easier for the teachers to teach a huge no. of groups at a single period of time. Let’s have a look at the other factors of online education.

Online Education Courses

There is no doubt to say that these days online education is becoming more popular among students. There are many people who prefer to learn due to its simple accessibility and flexibility of learning at their own pace.

There are lots of courses which are available online but some of them are more attractive courses that are attracting the students and giving them opportunities to gain the skills and prepare them to work in the job market. In the table below all the courses, which are available online are mentioned:-

• Certificate – 6 months
• Diploma – 1 year
• Bachelor’s Degree – 3 years
• Master’s Degree – 2 years

Here is the list of some of the trendy online courses for the reference of the students. Students can choose one of them according to their preference and interest:-

1. Post Graduation Programs – Many students pursue post-graduation courses after the completion of the graduation courses like MBA, MCA, MA, PGDM, etc. Doing post-graduation online can become more beneficial for the students. They can gain work experience along with the degree of post-graduation through online education without affecting their current jobs. But, before entering into any post-graduation course just make sure that the course must be approved by the UGC or AICTE.

2. Under Graduation Programs – Many under-graduation courses are also available online for the students to enroll in the course after completing the 12th certification. Students can pursue the under graduation course through online learning and along with that students can join other diploma courses and activities through which they can enhance their career more effectively.

3. Digital Marketing Course – Digital marketing is the process of marketing products using electronic devices through the internet. Digital marketing is the trending way of marketing products and almost every company is adopting this way to promote their products and services. Thus there is a need for professional digital marketers who can professionally handle the digital platforms. Many students are enrolling in the online digital marketing course and start stepping up the stairs to success.

4. Communication – Communication is the core to conveying thoughts from one person to another person. Everyone should have communication skills to work in any profession. Many institutes are providing online communication courses for people who want to learn communication skills and enhance the skills to work professionally.

5. Diploma Courses – During these days, many students prefer to take diploma courses along with the degree. These diploma courses will help them to gain practical knowledge as well as skills. These diploma courses are also available online and anyone can join these courses to get better jobs.

6. Spoken English Courses – English is the most common language which is accepted throughout the world. So it is good to learn the spoken and writing skills of English as it is mandatory to know these skills when anyone enters into the professional world. These skills can be learned through online education without attending to traditional classroom methods. During the online class, students have the option to connect with the students of other states or countries which will help to build confidence in the students to interact with the persons.

Online Education Colleges/ Universities

Online colleges made getting higher education more flexible. This is great news that now you can get a higher degree education or academics at your fingertips without affecting your daily life activities.

Now, almost everyone prefers to learn online that has created a demand for more online colleges and institutes. Many colleges and institutes took a step forward to provide online education to the people but every institute or college can not be standing in the list of the best.

So, we have done research on which are the best online education colleges or institutes to pursue any of the online courses. The list of best online colleges and institutes is mentioned here. People can choose one of them according to their interested course and preferences:-

Online Education Benefits

Online education is invented for students who are deliberate to learn new things but are not able to attend regular classes or due to some circumstances they can not continue their studies.

Online education becomes an exciting method of gaining education among students. We have mentioned some benefits of this exciting mode of education to know more inspiring facts about online education:-

1. Flexibility – The first and the most beneficial thing about online education is that there is the flexibility of time and place during online education. The student can pursue any course which is available online from their home. They can take classes from anywhere at any time. Students are free to juggle their careers as there is no bond of fixed timings and they can consume the extra time to practice more and do some extracurricular activities to enhance their careers.

2. Networking Opportunities – The students can make their big networks with other students through online classes as there is a huge no. of students enrolling in the online course from different countries and states. They can connect with each other to implement the projects with different ideas and can also stand their own empire in the business world. They can also connect emotionally with other states and also understand the culture of the other states.

3. Cost-Effective – Online education will help in saving money as it deducts extra money that the student needs to spend during the traditional classroom method of education like traveling costs, hostel fees, lodging cost, shifting cost, public transport expenditures, fuel costs, etc.

4. Learning at own pace – Every student has a different mindset and different ability to grasp knowledge and skills. During classroom education, it becomes hard to grasp all the things for those students who are not able to understand the topics quickly. During online education, students have the option to learn at their own pace and ability.

Online Education vs Traditional Education

Online education resources.

There are many ways to gain knowledge and skills from different platforms. Online education is an effective way to learn new things during free time.

Whether you are interested in marketing who wants to learn marketing online or interested in the IT sector who wants to learn coding and programming online there are huge no. resources to provide you, online classes. Resources that are used to supply online education to the students are given below:-

1. Live Lectures by Faculty and Industry Experts – During online classes, the students will get a chance to get lectures from professional faculties and industry expertise. They can give the best advice to the students as they have already faced many things during their career and the students can learn more effectively from them.

2. Recorded Lectures – The students will get access to the recorded lectures during online education so that they can use these lectures whenever they have doubts or are stuck at any stage of working professionally which is quite impossible to get during the traditional classroom.

3. Digital learning Materials – The students will get the e-books to read and get knowledge dring online education. They can save these books for a lifetime and read them anytime. There is no need to purchase or carry heavy books at the time of online classes.

4. One to One Faculty Interaction – The students have the opportunity to one to one connect with the faculties. If they are not understanding any topic they can individually connect with the faculty and the faculty will clear their doubt personally so that every student can understand all the topics efficiently.

Difference between Online Learning & Distance Education?

A lot of people have a mindset that both online education and distance education are the same, but think about it, is it? It’s not, online and distance though seem the same but have a few major differences. The examination format first of all differentiates in both the mediums.

When it comes to online education- the examination is conducted in the same format as education is given, which is through online test and paper where students sit back at their homes and give examinations  whereas a student pursuing any course from a distance format has to come down to the examination center to give their exams.

Any college providing Distance education also believes in conducting classes from the center sometimes, this therefore depends on the university and also on other external factors influencing the same. As currently a lot of distance education programs are also taking place in the same way as online, but it’s due to the pandemic situation.

The next point that makes online and distances different is the time flexibility  you get in online programs. Generally the two year course in online format is given 4 years to pursue and complete it and so on and so forth for different programs. Whereas this is not the case for distance programs. The time duration of the programs are not flexible or cannot be changed according to your availability.

Another difference that we can highlight is the  ‘learning material’  which differentiates online learning and distance education. In online programs, colleges and universities tend to provide E-learning libraries and provide learning material through LMS. Whereas in the distance format you’re provided with the same traditional format of learning through textbooks, which makes a huge difference between the two learning mediums.

What are the advantages of Online Education?

• Flexibility –  Online education provides a student or individual to choose the time and duration of the course according to their needs.
• Affordability – You can find ‘n’ number of online courses offered by various universities whereas all offer somewhat the same kind of education quality through online medium. This, therefore, gives an opportunity to the student to choose the best affordable course for themselves.
• Quick Skill Development – Individuals who want to gain quick skills can actually register into skill based short term programs or diploma programs and can upgrade their career growth in the current field they are working.
• Global Interaction & Perspective – When you enroll for programs online there are chances that you interact with a wider learning audience, especially in abroad programs.
• Full Attendance – Full attendance has always been an issue in regular classes or courses, so the tension of reaching on time in lectures gets cancelled out. As in online classes a lot of universities even provide recorded lectures for students and they can access it according to their availability.
• No more taking Routes, only installing Routers – You save a lot of your time and travelling expenses when you gain knowledge in just a simple click on your smartphones or laptops.

What are the disadvantages of Online Education?

• No physical interaction- once you enter an online education system you get less time to interact with your classmates by meeting them. There is more virtual interaction and you do not actually meet your teachers or colleagues every day. 
• Managing screen time- With everything in this world happening on our smartphones it’s difficult to sometimes focus on one designated work. Distraction from social media can occur leading to less focus and interaction.

Is Online Education The Future?/Online Education Future

The concept of education is changing over the past few years. Traditional classrooms are converting into online education. It is not necessary to attend traditional classes or regular classes to learn skills and courses. With the invention of new technologies and the use of the massive source called the internet, it becomes easier to learn anything from anywhere.

According to a survey many students are enrolling in higher-level studies or diploma courses and you would not believe that 30% of students are pursuing these courses through online education and they find online education more effective and time-saving than the traditional education method.

Online education results in sensible choices whether you are a student or a working professional. As a working professional through online education, you can sharpen your skills and become more professional in your field without affecting your current job. Thus, the positive response of online education can make it the future of education.

Career Opportunities After Completing Online Education

The question that often arises among students is that the online degree is valuable or not when it comes to the employment stage. The students always pursue any course after knowing the future of the course means what is the career opportunity after completing the course.

If a student is spending his money and time on learning skills he or she wants to get higher paid jobs in that sector. So online education comes with the solution. Doing any course online will open up an abundance of job opportunities in front of the students.

The online degree is not only valid for the private sector job also the students have the option to apply to government jobs after completing the course. The students can do several startups in various things according to the course that they have studied. Here are some positions at which the students can apply according to their courses:-

The reason why students are enrolling in online education is stated well in this blog. There are numerous myths about online education that are spread in the educational world. This is a small step that we have taken to remove certain myths and reveal the truth about online education among students.

90 percent of students find that online education is similar to traditional classroom education even online education is better than the traditional classroom method. However, the students will choose the methods of education according to their preferences and choices. Hope you will find the blog interesting. Thank you.

FAQs (Frequently Asked Questions)

⭐ what is meant by online education.

Online education is a procedure of gaining skills and knowledge through electronic devices like computers, mobiles, laptops, etc using the internet.

⭐ What are the advantages of online education?

There are several advantages of online education like there is time flexibility to learn the skills. Students can build a network, they can learn at their own pace, and many more.

⭐ What are the best online education courses?

List of the best online education courses:-

• Distance MBA
• Digital Marketing
• Software Development
• Information Technology
• Communication Skills

⭐ Is online education the future?

Yes, online education is the future as most of the students are preferring online educational courses because they find online education more beneficial.

⭐ Can I do online school for free?

The common term that’s come to define these free classes is MOOC. MOOC is Massive Open Online Courses and many universities provide free classes via a MOOC platform, such as Coursera, edX, and Udemy.

⭐ What are the advantages and disadvantages of online education?

Online education advantages and disadvantages:-

• You don’t need to follow any specific schedule.
• You can learn at your own pace.
• You can use interrelated resources at the same time as taking the lesson.
• Online education is not suited to every topic.
• Lack of Discipline.

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An Introduction to Online Education

Many have found themselves wishing they could study in the USA, but their circumstances wouldn’t let them leave their family and work. Or getting their Visa and living in a new country was just too daunting, even if funds weren’t an issue. The dream of achieving a higher education in the US by way of textbooks and a professor lecturing face-to-face begins to feel as far away as the country itself.

If this has ever been you, don’t give up, you can still attain a college education! Most accredited universities and colleges in the USA have courses available online, but some run entirely on the internet and offer incredible benefits and opportunities for students pursuing an undergraduate degree- or even a graduate degree.

Online education has become an increasingly popular option for international and local students alike. Many online students have found that being in control of their own “class-time” and schedule is the number one reason they decided to take their education to the web. Online Education is for those who are highly self-motivated and possess excellent time-management skills, because balance is of the utmost importance.

Matt is a great example of maintaining that balance; he’s an undergraduate student studying for a Bachelor of Science, Secondary Mathematics Education Degree online at Western Governors University (WGU).

“Studying online at WGU provides me with the flexibility that traditional schools can’t match. I’ve been able to work full time and take final exams when I’m ready and able… I can study almost anytime it’s appropriate to have my laptop or cellphone out. And it’s purely a self-paced, competency system that allows you to push as fast and aggressively as you can handle.”

While Matt lives in Washington State, WGU’s main campus is located in Utah. He hopes to continue his master’s degree in Education after graduating from WGU and teaching for a few years. Even though he’ll earn his degree online, it still qualifies him for a Graduate degree like any other student who completes their degree on a physical campus.

Individuals like Matt are able to relocate without having to transfer schools or credits. Professionals looking to continue their education are able to remain dedicated to their jobs while adding value to their work performance. Single parents are able to stay home with their children, no longer having to coordinate with a babysitter or relative.

Jennifer, a previous attendee of The University of Phoenix back in the early 2000’s, was able to utilize online education for that exact reason:

“At the time, online education was quite relevant because it gave me the opportunity to not only have a job, but also tend to my household. It gave me the opportunity to be at home with my children, while studying, versus having to leave them to their own devices.”

Studying online allows students like Matt and Jennifer to be anywhere in the world- as long as they have internet!

For some International Students, leaving their home country can be incredibly difficult. Online degrees are convenient for International students who want or need to stay in their home country but wish to pursue higher education. With an online program, students can still receive a degree from a different country like the US, UK, or Australia- while never having to leave home; allowing them the freedom to study at any university or college they choose- at a fraction of the price!

When studying online, the cost of tuition drops significantly;

• Students don’t have to pay room and board (to the school at least), campus fees or manage transportation costs,
• International Students are able to avoid some of the limiting laws placed on them by the American Government (i.e. Labor Laws),
• Single parents are able to save on babysitting costs, which can ultimately lead to saving for their own child’s future education,
• Textbooks are generally cheaper in digital form,
• There’s no temptation to go to sports games, go out to parties or raid the campus store for school sweatshirts or mugs!

In the end, you’ll be saving money for when you’re ready to actually visit the USA!

Online Degrees are a viable option for anyone too busy for the traditional classroom setting, and you could still attend your favorite United States university or college! Many of those same institutions will have surveys available to help determine if an online program is right for you.

Interested in a Study in the USA online program? Check out EC-Council University for more in depth information on how you can Study from the USA!

Zya Rizor is the Editorial Assistant at Study in the USA, assisting in Content Creation and Social Media.

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Online Education: An introduction

• 1 Online Education: An introduction
• 2 Online Education: Bridging the gap—No learner left behind
• 3 Online Education: Learning for themselves—developing learner independence
• 4 Online Education: Befriending the anxious mind—mindfully
• 5 Online Education: Assessing students’ needs and lacks
• 6 Online Education: Evaluation and Assessment when Teaching Online
• 7 Online Education: Online Safety
• 8 Online Education: Engaging Teens? It’s Not All About Technology …
• 9 Online Education: Attending to Our Students’ Well-being
• 10 Online Education: Teaching Young Learners Online
• 11 Online Education: Moving Your School Online
• 12 Online Education: Parents as Temporary Teachers
• 13 Online Education: Online Lessons that Are Active and Interactive

This series, written by experts in online teaching, features articles which outline the methodology for teaching online with clear, practical tips, accompanied by worksheets and teacher notes. These articles expand on the themes from webinars on the Macmillan English Distance Teaching and Learning Hub by providing teachers with constructive ideas to implement in their classrooms.

Online Education: Bridging the gap—No learner left behind

Online Education: Learning for themselves—developing learner independence

Online Education: Befriending the anxious mind—mindfully

Online Education: Assessing students’ needs and lacks

Online Education: Evaluation and Assessment when Teaching Online

Online Education: Online Safety

Online Education: Engaging Teens? It’s Not All About Technology …

Online Education: Attending to Our Students’ Well-being

Online Education: Teaching Young Learners Online

Online Education: Moving Your School Online

Online Education: Parents as Temporary Teachers

Online Education: Online Lessons that Are Active and Interactive

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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

.css-76pyzs{margin-right:0.25rem;} ,, consuelo garcía, julio meneses, additional links.

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.css-1txxx8u{overflow:hidden;max-height:81px;text-indent:0px;} Emotions and learning: what role do emotions play in how and why students learn?

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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.

• Make EDI in higher education a reality by building it into your course design
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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?

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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.

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CONCEPTUAL ANALYSIS article

Expanding the scope of “trans-humanism”: situating within the framework of life and death education – the importance of a “trans-mystical mindset”.

• 1 School of Education, University of New England, Armidale, NSW, Australia
• 2 Department of Education, National Taipei University of Education, Taipei, Taiwan

Life and death education , as noted from the literatures, has been studied and researched extensively in China, Malaysia, and Taiwan. Our own research undertakings over the past several years, situated in different sociocultural settings have delved into aspects of life and death that could help advance theoretical understanding of the subject matters (e.g., does the meaning of “effective life functioning” connote differing interpretations for different cultural groups?). Situating within the framework of life and death education, we expand the study of trans-humanism by introducing an extended prefix or nomenclature known as “trans-mystical”. Specifically, our philosophized concept of trans-mysticism considers a related concept, which we term as a “trans-mystical mindset”. A trans-mystical mindset, differing from an ordinary mindset, from our philosophical rationalization, is defined as “a person’s higher-order state of consciousness, espousing her perception, judgment, belief, and attempted interpretation of life and death phenomena that are mystifying and fall outside the ordinary boundaries of human psyche.” Our focus of inquiry, as reported in the present article, seeks to advance our proposition: that a trans-mystical mindset, unlike an ordinary mindset, may help a person to rationalize, appreciate, and understand metaphysical contexts, mystical experiences, and the like. This focus, interestingly, serves to highlight an important discourse - namely, that there is a dichotomy in theoretical lenses (i.e., objective reality vs. individual subjectivity) that a person may use to rationalize the significance or non-significance of universal contexts, events, phenomena, etc. (e.g., a person’s experience of “premonition”). As such, then, there is an important question that we seek to consider: whether philosophization, or the use of philosophical psychology, would yield perceived “scientific evidence” to support or to reject the study of metaphysicism, mysticism, and the like? For example, does our philosophization of an “equivalency” between a person’s trans-mystical mindset and her experience of self-transcendence help to normalize and/or to scientize the subject matters of metaphysicism, mysticism, etc.?

1 Introduction

The subject of life and death education ( Chen, 2013 ; Huang, 2014 ; Seng and Lee, 2022 ) has significant daily relevance and applicability for us in society to consider. Personal understanding of life education , for example, may inform and educate a person about the diverse meanings and purposes of effective life functioning (e.g., the attainment of financial success in life vs. the attainment of good health). In relation to death education , likewise, a senior citizen’s spiritual knowledge of “transcendence” ( Conn, 1998 ; Long, 2000 ; Ge and Yang, 2023 ), or his perceived “spiritual connectedness” to God ( Laurin et al., 2014 ; Cohen-Zimerman et al., 2020 ), may assist him with his coping of grief. On a formal front, conceptual and/or empirical research development of life and death education may yield evidence to help elucidate and/or explain the underlying nature of the subject contents.

Our own teaching and research undertakings over the past decade have delved into different aspects of life and death education. For example, recently, we introduced a theoretical concept that we termed as a “holistic mindset”, or a person’s “multiple mindsets” ( Phan et al., 2024 ). In brief, we theorize that a person may possess multiple contextual mindsets at any moment in time for adaptation and accommodation of different life and death contexts. For example, a Catholic nun may possess and exhibit a strong “spiritual mindset” whereas, in contrast, a scholar of Buddhism ( Masel et al., 2012 ; Prude, 2019 ) may possess and exhibit a strong “philosophical mindset”. In a similar vein, a doctorate student preparing for an oral exam is more likely than most to possess and exhibit a “cognitive mindset”. Our theorization then, contends that a specific life context (e.g., the context of academic learning) would define and/or espouse a corresponding “contextual mindset”.

One particular life context that we are interested in is known as a “trans-mystical context” or a perceived mystical context. There are metaphysical or mystical life and death contexts in this world that are somewhat anomalistic and non-conventional. For example, some cultural groups may engage in the practice of “ancestor worshipping” ( Steadman et al., 1996 ), whereas other cultural groups may view this practice with a sense of intellectual curiosity. In a similar vein, there are some of us who have reported the personal experience of “premonition”. 1 We purport that ancestor worshipping, premonition, the belief in “reincarnation” ( Nagaraj et al., 2013 ; Burley, 2014 ), and the like are metaphysical contexts or “non-daily” contexts. Such contexts, we contend, may elicit perceived experiences that are somewhat subjective and whether they fall outside the realm of objectivity and/or the realm of ordinary human psyche. Importantly, however, we reason that the scientific premise of psychology may provide sound, logical accounts to help explain the “uniqueness” of metaphysical contexts. That perhaps, despite individual subjectivity in perception, interpretation, and reason, metaphysical contexts and/or mystical experiences are just on par with “ordinary” contexts, life experiences, etc.

Our focus of inquiry for consideration relates to the advancement of the study of “trans-mysticism”. In particular, we philosophize a psychological concept, termed as a “trans-mystical mindset”, that may help to show how metaphysicism can be subjectively rational. In brief, we define a person’s “trans-mystical mindset” as:

A “contemplative higher-order, mystical” state that details his/her perception, attitude, judgment towards some “unknown” and/or extraordinary life concept, life phenomenon, event, situation, etc. (e.g., a person’s trans-mystical mindset towards the notion of “post-death” experience).

A trans-mystical mindset, as defined, may help a person to reason and/or to make meaningful sense of a metaphysical context and/or a mystical encounter (e.g., a person’s experience of premonition). By the same token, encountering a metaphysical context or a mystical life/death experience may help necessitate, facilitate, sustain a person’s trans-mystical mindset and his willingness to accept that such an encounter is valid. From this then, situating within the scope of life and death education ( Chen, 2013 ; Huang, 2014 ; Seng and Lee, 2022 ), we premise a significant principle for consideration:

That metaphysical or mystical contexts (e.g., a perception of “spiritual transportation” to another time-space realm) are pivotal to the “formation” of a trans-mystical mindset, or that a person’s trans-mystical mindset is intimately linked to her trans-mystical life/death experiences.

Our position or standing is that psychological grounding (e.g., the use of the discourse of philosophical psychology, which entails the proposition of a trans-mystical mindset) may offer robust explanations for metaphysical encounters. More importantly, however, we contend that our philosophical undertaking here may form the basis for future examination of something that is somewhat contentious: that psychological inquiries alone cannot encapsulate and/or explain the uniqueness of metaphysical contexts; rather, as a possibility and something that is beyond the scope of this conceptual analysis article, is the fact that metaphysical contexts and mystical experiences have alternative interpretations and meanings – for example, the context of premonition ( Cameron, 1958 ; Dossey, 2009 ), one’s belief in reincarnation ( Nagaraj et al., 2013 ; Burley, 2014 ), and the like cannot simply be validated or vindicated by scientific inquiries.

Overall, then, the present conceptual analysis article uses philosophical psychology ( Thagard, 2014 ; Thagard, 2018 ; Phan et al., 2024 ) to help “normalize” and/or to “scientize” the subject matters of trans-mysticism. That philosophizing the concept of trans-mysticism (e.g., a trans-mystical mindset) and “benchmarking” this against Maslow’s (1968 , 1969) theory of the “hierarchy of needs” may, in fact, validate and/or legitimize the importance of metaphysical contexts, mystical life and death experiences, etc. This line of inquiry, we contend, emphasizes an important standing: the premise of “objectivity” vs. the premise of “subjectivity”. Objectivity indicates consistency , transparency , realism , and non-biased judgment , whereas subjectivity, in contrast, considers openness , personal viewpoint and interpretation , and individualistic thinking . Regardless of one’s position, we firmly believe that our philosophized concept of trans-mysticism and thereafter may advance the study of life and death education. In the following section of the article, we discuss a number of elements – namely:

i. An introduction of a theoretical account of the subject of life and death education.

ii. An examination of the nature of a proposed life and death-related concept that we term as “trans-mysticism”.

iii. A proposition of a theoretical premise, which purports the process of transformation of a person’s ordinary mindset, resulting in a trans-mystical mindset.

iv. A proposition of an association, which purports a situational placement or contextualization, highlighting a potential equivalence between a trans-mystical mindset and a state of self-transcendence.

v. A discussion of a few notable inquiries for teaching and research development purposes.

2 The importance of life and death education: a brief introduction

Life and death education ( Chen, 2013 ; Huang, 2014 ; Seng and Lee, 2022 ) is an interesting subject for teaching and learning, given its potential relevance and significance for daily life purposes. The study of life and death education, in its entirety, seeks to understand and appreciate the intricacies or complexities of human existence from different historical-sociocultural perspectives (e.g., what does proactive life functioning mean for South Pacific Islanders?). Life education , in brief, relates to the teaching of specific tenets about life that may enable and/or assist a person to live a cherished and self-fulfilling life. A cherished and self-fulfilling life, say, may consist of a person’s feeling of self-gratification, arising from her successful attainment of financial wealth. In a similar vein, but somewhat different, a cherished and self-fulfilling life may reflect a person’s daily practice to impart his life wisdom onto others. Such teaching is meaningful and may serve to enlighten individuals, their families, and society in general. One distinction, in this case, refers to a person’s appreciation and acknowledgment that variations in historical-sociocultural context (e.g., a child who grows up in an Indonesian historical-sociocultural context) give rise to different life courses and life trajectories (e.g., a child who grows up in an Indonesian sociocultural context, and the shaping of her aspirations, desires, future intentions, etc.). In a similar vein, a person’s life wisdom or life knowledge ( Goldstein and Kornfield, 1987 , Sternberg and Glück, 2019 , Chattopadhyay, 2022 ) may be transformed into practice for daily life purposes.

Life education seeks to provide quality teaching, theoretical insights, and relevant information that may assist, explain, and facilitate proactive daily life functioning. Proactive life functioning on a daily basis is vibrant and healthy, helping a person to fulfill and attain a desirable life trajectory or trajectories. Different life contexts (e.g., the context of academic learning) on a daily basis, we contend, connote different types of proactive functioning – for example, the life context of awareness of the danger that COVID-19 poses ( Willyard, 2023 ) may compel a person, in this case, to seek appropriate pathways to ensure that she has a healthy life trajectory. In a similar vein, the life context of the importance of academic attainments may shape a student’s mindset to seek mastery and deep, meaningful learning experiences in his schooling. Regardless of diversity of life contexts, life education places emphasis on the recognition, promotion, and development of a cherished and self-fulfilling life.

Death education , or the study of thanatology ( Meagher and Balk, 2013 ; Chapple et al., 2017 ), in contrast, seeks to understand the intricate nature of death and other dying-related matters (e.g., the process of grief for a loved one). For example, angst, stress, sadness, and depression are life matters that closely associate with death. Unlike life education, which is positive, vibrant, and self-fulfilling, death education is morbid and undesirable for teaching and learning. For example, the teaching of death education seeks to educate individuals, family members, and society the following aspects:

i. The perception, viewpoint, and/or belief that one has towards the subject of death (e.g., how does one feel, at present, knowing that a loved one is facing a critical illness?).

ii. Personal care and preparation from others (e.g., social workers, volunteers) to assist with the impending encounter and/or facing of death.

iii. Stages and processes (e.g., counselling, spiritual advice, etc.) that are associated with grief and bereavement upon the death of a loved on.

iv. Consideration of programs, strategies, pathways, etc. that could help alleviate the negative emotions, feelings, perceptions, etc. that one may have when faced with a death-related matter.

Our study of life and death education for teaching and theoretical contribution purposes over the past decade has led us to undertake a few notable developments – namely, the testament of the following: Focus on instructional designs and pedagogical approaches (2.1), Research inquiries for consideration (2.2), and Advancement in theoretical contributions (2.3).

2.1 Focus on instructional designs and pedagogical approaches

Focus on appropriate instructional designs and pedagogical approaches that may instill appreciation and facilitate effective learning experiences for the subject life and death education (e.g., appreciating that death education has potential daily life relevance). We propose an interesting idea known as “theoretical infusion”, which involves the practice of “infusion” of a particular faith, epistemological belief, customary practice, discourse, etc. in the teaching of life and death. “Spiritual infusion”, for example, details the incorporation of spirituality, or one’s spiritual faith ( Schneiders, 1986 ; Wagani and Colucci, 2018 ; Villani et al., 2019 ), to complement the teaching of life and death, making it more stimulating and “life-related” for learning. Theoretical infusion (e.g., Buddhist spiritual infusion), we contend, may serve to associate subject contents of life and death with other meaningful and/or related contents. In other words, theoretical infusion is used to encourage students to appreciate subject contents of other topics and/or subjects (e.g., appreciating the importance of Christianity from a life perspective) within the context of life and death education. By the same token, we rationalize the benefits of embedding subject contents of life and death within other subject contexts (e.g., how does Christian faith view death?). Having said this, however, we also acknowledge an important mentioning from one of our reviewers in an earlier draft of this article – that we need to also consider the potential “negativity” of our idea of theoretical infusion. That engaging in theoretical infusion (e.g., infusing a particular religious or spiritual faith to support the teaching of death education) may, in fact, amount to and/or be perceived as a form of “indoctrination”. A student with no religious affiliation, in this instance, may feel pressured to accept the practice of “Buddhist spiritual infusion” as a “norm”.

Aside from theoretical infusion, we also propose and use another discourse that we term as “active transformation”. In brief, active transformation relates to one’s self-cognizance of daily practicality of knowledge pertaining to life and death. In other words, active transformation emphasizes the important nexus between theory and practice – for example, how can a teenager use her personal understanding of Confucianism ( Yao, 2000 ; Havens, 2013 ) to assist others in the neighborhood? As such, then, we rationalize that our idea or theoretical premise of active transformation may serve to impart benefits for individuals and society. For example, a mother may accompany her son and make weekly visits, offering spiritual advice and life wisdom on different life and death-related matters to those in this need. This voluntary periodic engagement reflects her willingness to help others in the community and, more importantly, showcases proactive practice of active transformation of life wisdom, or life knowledge. Again, having said this, we are cognizant of one of our reviewers’ earlier mentioning: that the idea or the theoretical premise of active transformation may, likewise, produce negative yields. A person’s inclination towards some form of negativity, in this case, may compel her to engage in negative or maladaptive functioning. That rather than offering sound spiritual advice, a mother may instead transform her life wisdom about spirituality for negative purposes (e.g., a purposively act to indoctrinate a senior citizen with a biased view of Buddhist spirituality).

2.2 Research inquiries for consideration

Concerted attempts to seek new research frontiers that may amplify the importance of the subject life and death. One aspect of our research development, at present, seeks to understand and appreciate the importance of life and death from two contrasting positions: objectivity and subjectivity . Certain life and death matters (e.g., the proposed notion of “post-death” experience) ( Phan et al., 2024 ), we contend, compel and/or require us to seek alternative research discourses for understanding. For example, over the past few years, our use of philosophical reasoning ( Thagard, 2014 ; Thagard, 2018 ; Phan et al., 2024 ) has assisted us to understand about the study of life and death experiences (e.g., attainment of theoretical insights and explanatory accounts of life and death). Philosophical inquiries, from our point of view, may to complement contrasting research discourses and help to yield scientific credence for support. Engaging in philosophical analysis, we contend, may serve to encourage researchers to think non-conventionally and outside the box. Higher-order thinking, reflection, etc. may give rise to contemplation of research propositions for discussion. Our intent over the past several years has been to expand the scope of life and death education ( Chen, 2013 ; Huang, 2014 ; Seng and Lee, 2022 ) by seeking to understand the known and unknown “unknowns” of life and death experiences. This line of research development is somewhat different from other inquiries and research undertakings that place emphasis on the “knowns” of life and death experiences (e.g., the intimate process of grief). The “unknowns” of life and death are more interesting as they delve into unexplained complexities of human existence that do not have clear, consistent explanatory accounts.

2.3 Advancement in theoretical contributions

Our interest, aside from teaching and research purposes, also seeks to make meaningful theoretical contributions to the study of life and death education ( Chen, 2013 , Huang, 2014 , Seng and Lee, 2022 ). One aspect of our research development focuses on the examination and reading of the literatures, pertaining to the importance of variations of different historical-sociocultural contexts of life and death functioning. In brief, we note from our own research undertakings that different historical-sociocultural contexts offer unique insights into the viewpoint, opinion, perception, and interpretation of life and death experiences. For example, in terms of life functioning, we note that many Taiwanese believe in the attainment of “spiritual growth” in place of financial wealth. In a similar vein, many Taiwanese engage in the practice of “ancestor worshipping” ( Steadman et al., 1996 ) and believe in the “afterlife” ( Segal, 2004 ; Jones, 2016 ).

Gauging into the “historical-sociocultural contextualization” of life and death is meaningful as it offers unique understandings of life and death experiences. One distinction about this focus of inquiry is that unlike other disciplines and/or fields of research, the subject of life and death has comparable and contrasting viewpoints, opinions, perceptions, interpretations, etc. That understanding of life and/or of death (e.g., is there any validity to the notion of afterlife?), for example, differs for different ethnic-cultural groups. At present, one of our research undertakings seeks to understand the uniqueness of the Australian Aboriginal and Torres Strait Islander culture and her viewpoint, interpretation, status quo, etc. about life and death. One of our colleagues, who is a Torres Strait Islander, has shared with us some interesting facts for consideration. According to our colleague, many Australian Aboriginal and Torres Strait Islander peoples believe in the existence of rebirth where a deceased is transformed into a new “being”. To facilitate success in such a process, it is poignant that relatives and loved ones do not mention the deceased’s name for 12 months [e.g., “Do you remember when Sarah (i.e., the deceased) used to say this…?”].

3 The present conceptualization

Our aforementioned description of life and death education ( Chen, 2013 ; Huang, 2014 ; Seng and Lee, 2022 ) has provided grounding for our philosophical inquiry and research undertaking, which delve into the nature of a proposed concept known as “trans-mysticism” or, alternatively, trans-mystical studies. For us, as a proposition, trans-mysticism is a combination or the unification of two distinct areas of research of trans-humanism: transpersonalism ( Strohl, 1998 ; Lancaster and Linders, 2019 ) and mysticism ( Schneiderman, 1967 ; Bronkhorst, 2022 ). It is important to note that our proposed term of trans-humanism differs from the more recent practice or use of the term (i.e., “trans-humanism”), which contends the possibility that we could use technological advances to augment human capabilities. Trans-mysticism, for us specifically, is a psychological premise that that may assist researchers, educators, students, etc. to understand, appreciate, and/or accept the existence of metaphysical contexts and the anomalistic and “non-realistic states” of life and death. More importantly, we rationalize that our philosophized concept of trans-mysticism (e.g., a “trans-mystical mindset”) may help to “normalize” and/or to “scientize” the subject matters of metaphysicism, mysticism, and the like. For example, one of our articles published recently ( Phan et al., 2021 ) introduces readers to a specific cultural belief (and/or the cultural practice) known as the “underworld” or the “other world” by which a person could travel to interact with loved ones who have moved on. This mentioning may, indeed, give rise to criticisms, disbeliefs, doubts, uncertainties, etc. In a similar vein, unbeknown to some or many in the Western world, perhaps, but the cultural practice of ancestor worshipping ( Townsend, 1969 ; Steadman et al., 1996 ; Lakos, 2010 ; Clark and Palmer, 2016 ) connotes a specific meaning for those in the Eastern world. Aside from veneration for the dead, this cultural practice also signifies the importance in what is known as “spiritual connectedness” or spiritual communication between the dead and the living – for instance, a daughter may pay homage to her deceased father by lighting incenses and asking for his specific blessing to assist her with the forthcoming final exams.

We reason and contend that philosophical research inquiries in the social sciences (i.e., a research inquiry that utilizes the discourse of philosophical psychology) may affirm one of two things: validating a proposed inquiry with supporting “philosophical” evidence or invalidating a proposed inquiry due to a lack of “philosophical” evidence – for example: that there is support for the proposed concept of trans-mysticism, which may help to provide robust explanations for metaphysical encounters. Of course, it is plausible to purport that trans-mysticism may simply be philosophical and lacks logical credence or legitimate merits for further consideration. One of our reviewers, in an earlier draft of the manuscript, offered an interesting critique: that resorting to the use of philosophical psychology ( Thagard, 2014 ; Thagard, 2018 ; Phan et al., 2024 ) or that philosophizing about the nature of a metaphysical context (e.g., one’s ability to interact with a loved one who has moved on) does not necessarily make it valid or credible for research development. Our conceptualized approach, in this case, argues that psychological tenets may be used to explain the underlying nature of metaphysical contexts and/or mystical experiences in life. That the psychological concept of trans-mysticism may, for example:

i. Help to “normalize”, “scientize”, and/or “legitimize” the study of metaphysical contexts and/or non-ordinary or extraordinary realms of human existence ( Rush, 2011 ; Pasi, 2015 ).

ii. Help us appreciate the trans-mystical nature of metaphysical contexts and/or mystical experiences (e.g., a person’s testament of her ability to “detect” dark spiritual “energy” of a loved one).

Over the course of our research development, from conception to subsequent refinement of the article, we have evolved in our thinking and deliberation. Poignant then is our main focus of inquiry, which seeks to capitalize on the use of psychological theories (e.g., transpersonalism) to explain the intricate nature of metaphysicism, mysticism, and the like. Central to our thesis is the robust explanatory account, epistemically objective in nature, of the aforementioned subject of one’s metaphysical or mystical encounters. That ultimately, perhaps, differing subjective universal encounters and/or experiences (e.g., the metaphysical encounter of a loved one who has moved on vs. the daily encounter of a next-door neighbor) may “subsume” within a common prism or theoretical lens for understanding. A related inquiry for future consideration, which falls outside the scope of the present article relates to the confirmation or the epistemic validation of the trans-mystical nature of metaphysical contexts and/or mystical experiences (e.g., that indeed there is something unique or mysterious about a particular metaphysical encounter, and this personal experience does not coincide with objective reality).

3.1 A brief account of transpersonalism and transpersonal psychology

In this section of the article, we briefly discuss a related topic known as transpersonalism ( Strohl, 1998 ; Lancaster and Linders, 2019 ) and transpersonal psychology ( Maslow, 1969 ; Hartelius et al., 2007 ). This topic, we contend, is important and relates to our theoretical premise of trans-mysticism. It is interesting to note that there is a distinction between transpersonalism and transpersonal psychology or that, in fact, the two areas or disciplines are not identical or equivalent ( Friedman, 2002 ; Shorrock, 2008 ). Friedman’s (2002) theoretical account offers a detailed analysis – for example:

“The former [i.e., transpersonalism] is a broadly defined domain of inquiry that can legitimately include a diversity of methods ranging from those of the humanities to those of a variety of scientific endeavors. Psychology, on the other hand, is defined by most psychologists as a scientific discipline; except for a few humanistic and transpersonal adherents who insist that including alternative, that is, nonscientific, approaches is important for the discipline, science is widely accepted as the mainstay of the discipline…. Furthermore, I see transpersonal psychology foremost as a field within the discipline of scientific psychology that focuses on those aspects of trans personal studies that involve the individual, including thoughts, feelings, and behaviors as found in the individual’s biological, cultural, social, and wider contexts” (pp. 180–181).

A more detailed explanation is noted in Shorrock’s (2008) book, titled “ The Transpersonal in Psychology, Psychotherapy, and Counselling ”. Shorrock’s (2008) account of transpersonalism and transpersonal psychology is comprehensive, outlining the genesis, complexity, and the numerous definitions and viewpoints that scholars over the years have proposed. The word count of the present article limits us from detailing Shorrock’s (2008) book and/or the complete gamut of definitions, viewpoints, perspectives, etc. of both disciplines. For the purpose of our rationale, we provide a few definitions of the two areas/disciplines for readers to appreciate ( Table 1 ). From Table 1 , a point of commonality between transpersonal psychology ( Tart, 1975 ; Lajoie and Shapiro, 1992 ; Cunningham, 2007 ) and transpersonalism ( Strohl, 1998 ; Lancaster and Linders, 2019 ), in this case, is the use of the prefix “trans” ( Lancaster and Linders, 2019 ) or the extended prefix or term “transpersonal”, which is defined as “as reaching beyond the personal realm or transcending the singular, personal state of being” ( Clark, 2016 ). Moreover, from our analysis, the significance or the uniqueness of transpersonalism and transpersonal psychology relates to the following: that decisions to accept or to reject transpersonalism and/or transpersonal psychology are largely based on scientific rigor and a researcher’s ability to empirically validate using scientific means (e.g., is it possible?) ( Friedman, 2002 ; Shorrock, 2008 ). Transpersonal psychology is considered as being more robust, valid, and/or legitimate for its scope, which closely aligns to the rigor of scientific psychology ( Friedman, 2002 ; Shorrock, 2008 ).

Table 1 . A summary of sample definitions of transpersonalism and transpersonal psychology.

Despite contrasting definitions ( Table 1 ), we argue that both transpersonalism ( Strohl, 1998 , Lancaster and Linders, 2019 ) and transpersonal psychology ( Tart, 1975 , Lajoie and Shapiro, 1992 , Cunningham, 2007 ) are comparable with each other in terms of interpretation, understanding, and inference. Central to this rationale is that regardless of methodological considerations (e.g., what methodological approach would be best to investigate…?), the study of transpersonalism and the study of transpersonal psychology both subsume within or fall under the umbrella of what we term as “trans-humanistic” development. That trans-humanistic studies, in their entirety, can offer insights and theoretical understandings into the underlying nature of “humanism”. Moreover, we premise that our philosophized nomenclature and/or concept of trans-mysticism, likewise, may subsume within the overarching framework of trans-humanism. In other words, for consideration, is the following extrapolation: that the trans-humanistic framework, especially the tenets of trans-mysticism may provide theoretical grounding to help us gauge into the logic , validity , and legitimacy (e.g., objectivity vs. subjectivity) of the study of metaphysical contexts and mystical life and death experiences – for example, near-death experiences, spiritually transformative experiences, spiritual awakenings, peak experiences, and ecstatic experiences.

3.2 Trans-mystical development: a proposition

Trans-mysticism , as a distinct concept, may contribute to the study of life and death education ( Chen, 2013 ; Huang, 2014 ; Seng and Lee, 2022 ) by accentuating the significance of metaphysical contexts and mystical of life and death experiences, such as:

• The personal experience of “premonition” ( Cameron, 1958 ; Dossey, 2009 ).

• Personal belief in the concept of “reincarnation” ( Nagaraj et al., 2013 ; Barua, 2017 ), or the concept of the endless cycle of “birth-death-rebirth”.

• The personal experience of “spirit communication” with loved ones who have moved on (e.g., the ritual practice of Guan Lou Yin) ( Buckland, 2004 ; Phan et al., 2021 ).

• The personal experience of “time–space transcendence” (i.e., one’s ability to transcend to another time–space context) ( Phan et al., 2024 ).

The proposed prefix or nomenclature “trans-mystical” is somewhat unique for its unification of two distinct areas of research: trans-humanistic studies (e.g., the study of a person’s experience of self-transcendence, which showcases a higher-order form of life functioning) + mystical studies (e.g., the study of a person’s esoteric experience of perceived spirit communication). Trans-mysticism, in accordance with our rationale, is closely associated with the specific subject matters of metaphysicism and mysticism. That our justification for the inclusion of the concept of trans-mysticism arises from the following understanding: that there is an intimate association between life/death context (i.e., metaphysical or mystical context) and a person’s individual mindset . Moreover, from our point of view, the theoretical premise of psychological concept of trans-mysticism is as follows: that personal experience of metaphysical contexts and/or mystical phenomena may give rise to the necessitation , development , and manifestation of a “trans-mystical mindset”. What is a trans-mystical mindset, which subsumes under the theoretical framework of trans-mysticism? For the context of the present article, we define a trans-mystical mindset as:

The ultimate human experience and/or a higher-order state of consciousness of a person, espousing her perception , judgment , belief , and attempted interpretation of metaphysical contexts and/or of life and death phenomena that are mystifying and fall outside the ordinary boundaries of human psyche.

Our philosophization contends that a trans-mystical mindset is contextual (i.e., it is contextualized or is situated within the metaphysical or the trans-mystical life and death contexts) and differs, in this case, from a person’s “ordinary” mindset ( Figure 1 ). There are perhaps a few unique characteristics for us to consider – namely:

i. A trans-mystical mindset is an internalized state that is perceived as being complex and/or higher-order. A trans-mystical mindset is different from an ordinary mindset, which espouses the “perception of normality” or the “realm of conventional human psyche”. An ordinary mindset, in this case, manifests and functions to facilitate successful adaptation of typical or standard daily life contexts (e.g., the context of academic learning in university or the context of a bank employee adapting to his new workplace environment).

ii. Existence of a trans-mystical mindset corresponds to and/or contextualizes to a specific metaphysical context, which may result in a person experiencing some form of mysticism (e.g., a person’s experience of premonition).

iii. There is a demarcation between what is “ordinary” and what is “extraordinary” and this distinction, in fact, explains the nature between an ordinary mindset and a trans-mystical mindset ( Figure 1 ).

Figure 1 . Structure of trans-mystical mindset.

Our philosophization has so far introduced an interesting discourse for consideration: the uniqueness in perception, interpretation, and understanding of life and death (i.e., the perspective of objectivity vs. the perspective of subjectivity). The perspective of objectivity ( Hanfstingl, 2022 ) emphasizes the importance of impartiality, unbiased interpretation and logical judgment, and the use of facts and verifiable evidence. For example, in terms of “negativity”, poverty, suffering, uncertainty, despair, and confusion ( Zhang, 2003 ; McCartney et al., 2007 ; Mistry et al., 2009 ) are attributes that many of us experience on a daily basis. Natural tendency, in this case, would dictate that one’s personal mindset seeks out opportunities, pathways, means, etc. to help rectify or resolve such negative life experiences. The perspective of subjectivity ( Lundberg et al., 2023 ), in contrast, emphasizes individualism, a person’s own sense of interpretation and point of view, and potentially biased judgment. For example, a person’s feeling and subjective interpretation may give rise to her conviction and insistence that spirit communication ( Buckland, 2004 ), premonition ( Cameron, 1958 ), time–space displacement, and the like are trans-mystical experiences that do not coincide with everyday objective reality. Subjectivity, in this sense, may associate with what we refer to as “subjective rationality” or “subjective rationalization”. It is interesting to note that unlike objectivity, subjective rationality may reflect and/or encompass the uniqueness of what we term as “social and/or cultural mediation”. That particular culture (e.g., Taiwanese culture), in this instance, may convey and/or mediate messages of acceptance, appropriateness, etc. of metaphysical experiences (e.g., premonition).

3.3 Ordinary mindset, trans-mystical mindset, and self-transcendence

An interesting position is that it is plausible to approach the study of metaphysicism and mysticism from a psychological point of view. There are in this sense several notable inquiries relating to the study of life and death education that are somewhat unique but, importantly, we are not able to address and/or answer here. Central to our thesis, as previously mentioned, is the use of philosophical psychology (e.g., the proposition of a trans-mystical mindset) to help normalize and/or to scientize the subject matters of metaphysicism and mysticism. Beyond the scope of our examination and something that is more contentious, perhaps, is the potential study of the epistemic validation of the underlying nature of metaphysicism – that, indeed, there is something mysterious about metaphysical contexts and that these do not coincide with the realm of ordinary boundaries (e.g., that the personal experience of premonition). In a similar vein, this mentioning of the “mystique” of metaphysicism raises several questions for future research to consider:

i. Is it a case of subjective rationalization or subjective rationality – that the perception of mystique of metaphysical contexts is subjective and individual and not universal in terms of rationalization (e.g., that a person’s subjective rationalization of metaphysical contexts does not necessarily hold for another person)?

ii. Is it beyond the scientific confines and/or the scientific rigor of psychology, as a distinct field of research, and that some alternative epistemology is required in order for us to study the complexity of metaphysicism?

iii. Is it a valid discourse for us to suggest that there is scientific credence to study the epistemic validation or invalidation of metaphysicism?

The present study context considers an interesting premise: that psychological understanding, situated within the boundary of realistic objectivity, may help explain the nature of metaphysicism and mysticism. In other words, a trans-mystical mindset, psychological in makeup, may assist a person to accommodate , adapt , resolve , and interpret the intricacies of metaphysical contexts. That indeed, from our considered viewpoint, metaphysical contexts (e.g., a daughter’s experience of spirit communication with her loved ones) do not necessarily differ from daily life contexts (e.g., a teenager’s romantic feeling for his classmate). Individual differences (e.g., a person’s insistence that he has reincarnated), in this sense, are perhaps subjective – that subjective rationalization is prevalent and may serve to attribute to one’s own conviction of a metaphysical experience.

Unlike an ordinary or a normal mindset, a trans-mystical mindset does not simply eventuate. It is not automatic, spontaneous, and/or instantaneous. Rather, the perceived “unknowns” of this world, or a specific unknown context that one may confront at a particular moment in time, may initiate and stimulate a trans-mystical mindset. Our philosophization contends that a trans-mystical mindset reflects a person’s experience of being able to “transcend” herself from an ordinary level of human psyche to an expansive, extraordinary level. More importantly, our embracement of objective rationality indicates that a trans-mystical mindset may add logic, validity, and scientific credence to the study of metaphysical contexts and mystical experiences. In other words, from our point of view, a trans-mystical mindset may serve as a theoretical lens, helping society and individuals to view the subject matters of metaphysicism objectively. That the metaphysical concept of premonition ( Cameron, 1958 ; Dossey, 2009 ) is non-mystical and/or is just a “norm” that some individuals may experience. We rationalize this position by considering an interesting benchmark or a point of equivalency – namely:

That a trans-mystical mindset, as extraordinary and higher-order, may equate to the humanistic state of transcendence .

3.3.1 Point of equivalency for consideration

The underlying account of our rationalization (i.e., a trans-mystical mindset ≈ state of transcendence) is that both a trans-mystical mindset and a state of transcendence are non-ordinary life states and/or non-everyday contexts ( Figure 1 ). For example, a student’s state of self-transcendence is somewhat different from her state of intrinsic motivation for mathematics learning, and/or that the personal context of bushwalking on a Saturday morning does not coincide with a teenager’s trans-mystical mindset. In terms of transcendence, there are numerous theoretical accounts [ Reed’s (1991) Self-Transcendence Theory] within the transpersonal psychology literature, but generally speaking, a popular account is from Maslow (1971) , which states the following:

Transcendence refers to the very highest and most inclusive or holistic levels of human consciousness, behaving and relating, as ends rather than means, to oneself, to significant others, to human beings in general, to other species, to nature, and to the cosmos” (p. 269).

An analysis of Maslow’s (1971) description of transcendence (e.g., self-transcendence) suggests, perhaps, a very concise, direct, and clear explanation (e.g., that a person’s state of self-transcendence indicates his complex state of consciousness…). At a deeper level, however, we note a few notable keywords or phrases that are somewhat complex – for example: “holistic levels of human consciousness”, “ends rather than means”, and “the cosmos”. We contend that these keywords or phrases serve to support our earlier mentioning: that the underlying nature of transcendence, similar to a trans-mystical mindset, is something that is higher-order and that a lay person does not necessarily experience on a daily basis.

There is research development that has, to date, explored the impact of transcendence. For example, a number of researchers have studied the underlying nature of “self-transcendence” ( Conn, 1998 ; Ruschmann, 2011 ; Llanos and Martínez Verduzco, 2022 ), which concerns a person’s ability to transcend beyond her perceived sense of self and, in the process, recognizing that there are elements in life (e.g., nature, social relationship, the universe, divine power, etc.) that constitute the notion of “whole” (e.g., the “wholeness” of a person consist of…). A person’s self-transcendence experience, in this case, showcases her deep understanding and appreciation that there are, perhaps, greater “powers” in life (e.g., a teenager’s perceived spiritual connectedness with God). As such then, this brief theoretical account supports our earlier mentioning regarding the significance and/or the intricacy of a state of self-transcendence: that it is an experience of a higher-order where some of us in society are fortunate or have been fortunate to have encountered.

Again, reiterating our earlier discussion, a state of self-transcendence is higher-order ( Maslow, 1969 , 1971 ) but it does not mean that such encounter and/or experience is mystical in any shape or form. It is a psychological state that we purport may adhere to and/or equate to what we term as “transformation” or the “process of transformation” ( Figure 1 ). Transformation for us, in this case, relates to the “transformation” of a person’s “ordinary” state of consciousness (i.e., ordinary mindset) to a more “complex” state of consciousness (i.e., a trans-mystical mindset). In other words, our conceptualization is as follows:

That transformation of a person’s contextual mindset (i.e., ordinary mindset → trans-mystical mindset) equates to or is analogous to a state of self-transcendence, helping her to rationalize, understand, and/or appreciate the nature of metaphysical contexts, mystical experiences, and the like.

The significance of the aforementioning lies in our attempt to objectively rationalize the nature of metaphysical contexts by equating the concept of a trans-mystical mindset with a state of self-transcendence ( Maslow, 1969 , 1971 ). In this analysis, a trans-mystical mindset is not some unknown, mysterious concept that only a few of us may experience. Rather, equating to a state of self-transcendence, a person’s transformed mindset (i.e., personal mindset → trans-mystical mindset) espouses his intimate sense and/or experience of quality attributes, such as awareness , realization , logical reasoning , acceptance , and enlightenment . As an example, consider a senior citizen who recently encounters a metaphysical life context (e.g., interaction with perceived dark energy of loved ones who have moved on). Such a metaphysical encounter could potentially “transform” the senior citizen’s mindset (i.e., personal mindset → trans-mystical mindset) to assist him to logically rationalize (e.g., he reasons that his experience of spiritual connection is normal), realize (e.g., he realizes that he is able to “sense” a loved one who has moved on nearby), and/or accept (e.g., he accepts that what he is feeling (i.e., sensing a spiritual connection) is normal) that his personal experience of mysticism is normal.

3.4 Innovation and intricacy

Figure 1 encapsulates our conceptualization, showcasing the process of transformation and the two major levels of human existence and/or human psyche (i.e., ordinary (Level 1)  → trans-mystical (Level 2) ). Innovatively and significantly, our conceptualization is intended to support and/or to accentuate our theoretical position: that the subject matters of metaphysicism (e.g., a teenager’s mystical experience) are, in fact, “normal” or that they coincide with the realm of objective rationalization. That we may, in fact, use psychological premises (e.g., the use of philosophical psychology) to decipher, normalize, and scientize the perceived “extraordinary” nature of metaphysical context, mystical experiences, and the like. By all accounts, one may perceive and view the context of premonition ( Cameron, 1958 ; Dossey, 2009 ) as being something that is extraordinary and situates outside or beyond the realm of ordinary boundaries of life and death. This standing, however, emphasizes the importance of subjective experience (e.g., something that is perceived and viewed as being “extraordinary” for one person may not be so for another person). Moreover, such differences in personal experience may make the same belief subjectively rational for one person but not another person. Upon reflection though, we offer an alternative account, which is illustrated here in this section, where we contend that variations in mystical or metaphysical contexts may “cross-reference” with Maslow’s (1969 , 1971) hierarchy of needs framework:

Level 1: an ordinary mindset: Ordinary boundaries of human existence and/or human psyche may give rise to the proposition of a person’s “ordinary mindset”. Ordinary boundaries of human existence and/or human psyche (e.g., a student’s love for mastery of classical music), from our rationalization, coincide with Maslow’s (1968 , 1969) proposition of physiological needs, safety needs, belonging and love needs, and esteem needs. Level 1, from our point of view, is considered as a basic level or a low level of human psyche.

Level 2: a trans-mystical mindset: Extraordinary boundaries of human existence and/or human psyche may give rise to the proposition of a “trans-mystical mindset”. Extraordinary boundaries of human existence and/or human psyche (e.g., a teenager’s perceived ability to transcend to another time–space realm), from our rationalization, coincide with Maslow’s (1968 , 1969) proposition of self-actualization and self-transcendence. Level 2, from our point of view, is considered as a complex level or a higher level of human psyche.

Our philosophization, summarized in Figure 1 , is innovative for its proposition of an active process of transformation of a person’s psychological mindset. That a person’s mindset is contextual ( Phan et al., 2024 ) and changes with reference to a specific context at hand (i.e., Level 1 → L2). Moreover, from our point of view, normalizing and/or scientizing the subject matters of metaphysicism, mysticism, and the like may consist of the equivalency between two higher-order concepts: a trans-mystical mindset ≈ a state of self-transcendence. Variations in human experiences, ranging from ordinary and perceived realistic levels (e.g., one’s personal desire to live a cherished and self-fulfilling life) to extraordinary and perceived complex levels (e.g., one’s personal desire to seek theoretical understanding of the unknowns) may serve to change one’s psychological mindset (i.e., personal mindset → trans-mystical mindset).

4 Importance of antecedents: life wisdom and historical-sociocultural contextualization

Approaching the study of life and death education from a mystical perspective ( Phan et al., 2021 , 2023 ), or from the perspective objectivity vs. subjectivity, is insightful and interesting, as it may help advance theoretical understanding of the subject matters. An important issue for consideration, in this case, relates to one’s inclination to accept or to reject the enigma of the subject of trans-mysticism (e.g., a person’s perceived mystical life experience, such as his ability to transcend to another time–space context). Our attempt over the past few years has involved the use of philosophical analysis to help normalize the subject matter of mystical experiences and metaphysical contexts. That psychological premises, for example, may enable us to scientize the nature of metaphysicism. Interestingly, one of our reviewers recently mentioned a pivotal point, contending that philosophizing the relevance and/or the uniqueness of mystical experiences and metaphysical contexts does necessarily make them any more valid. That a person’s willingness to embrace the subject of trans-mysticism, likewise, may simply reflect and/or indicate his sense of curiosity, interest, etc. and nothing more. If this is the case, then it may be plausible to purport that universal contexts (e.g., the context of mastery and enjoyment of visual arts vs. the context of reincarnation) do not conjecture any “mystique” or “extraordinariness”. A specific life context is only mysterious or extraordinary (e.g., a teenager’s conviction that her personal experience of spiritual connection with a loved one who has moved on), perhaps, from a subjective point of view. Having said this, however, we want to briefly introduce two theoretical concepts that may offer grounding and discount the objective logic, validity, and/or legitimacy of trans-mysticism, metaphysical contexts, and the like:

i. The importance of life wisdom.

ii. The importance of historical-sociocultural contextualization.

To offer a balanced overview and to encourage scholarly dialogues, we have chosen to consider an alternative and/or a related viewpoint: that acquired life wisdom and/or one’s historical-sociocultural upbringing may predominate and support and/or strengthen the perspective of subjective rationality. This viewpoint considers the importance of subjectivity, personal experience and interpretation, and individual differences and contends that perhaps there is something mysterious about the study of metaphysicism. For example, life wisdom is an interesting commodity that may impart contextual epistemological beliefs, expectations, reflective thoughts, and the like. In a similar vein, historical-sociocultural grounding and/or upbringing may cultivate the cultural belief that ancestor worshipping ( Steadman et al., 1996 ; Lakos, 2010 ) enables a person to engage in spirit communication.

4.1 The importance of life wisdom

Life wisdom or life knowledge is somewhat different from contextual subject knowledge (e.g., knowledge of Algebra) as it connotes the importance of “generality”. Situating within the context of life and death education ( Chen, 2013 ; Huang, 2014 ; Seng and Lee, 2022 ), life wisdom is defined as:

“A lifelong process that reflects cognitive maturity, diverse life experiences, and the continuation of acquired knowledge of different contexts. A person's wisdom of life, in this sense, is not analogous with his/her intellectual or cognitive development” ( Phan et al., 2021 ).

Unlike specific content knowledge, procedural knowledge, and/or conceptual knowledge (e.g., Algebra), life knowledge, or life wisdom, is somewhat generic and reflects a person’s maturity and diverse life experiences (e.g., a Buddhist nun’s life knowledge of spirituality). Progress in life, in this sense, may coincide with a person’s acquirement and/or development of life knowledge. It is interesting to note life and death education teaching considers the importance of “active transformation” of life wisdom, or life knowledge, into practice for positive and/or effective life functioning ( Phan et al., 2021 , 2023 ). Active transformation, importantly, emphasizes the nexus between theory and practical purposes. In terms of the present context, however, we posit that life wisdom may help to assist a person to view metaphysical contexts and mystical experiences somewhat differently. In other words, resonating with our earlier mentioning, a person’s life wisdom may in fact assist him with his subjective interpretation and rationalization – that, indeed, there is logic to the argument that metaphysical cases of reincarnation, premonition, spirit communication, etc. are extraordinary and situate outside the realm of ordinary boundaries of life and death.

4.2 The importance of historical-sociocultural and ethno-anthropological contextualization

Historical-sociocultural background and upbringing (e.g., a South African child who was born and grows up in Indonesia) may help to shape a person’s epistemological belief, cultural value, customary practice, etc. Extensive research development, to date, has acknowledged the importance of what is known as “sociocultural contextualization” or “situational placement” of one’s learning experiences and personal development ( Wertsch et al., 1995 ; Kozulin, 1999 ; Mahn, 1999 ). There are specific examples, briefly introduced here, that support the potency of historical-sociocultural and ethno-anthropological premises of life and death experiences. That a person’s specific historical-sociocultural upbringing may play a prominent role, helping to convince her that subjective, metaphysical, and extraordinary contexts are perhaps logical. For example, unlike their Western counterparts, Tibetans in general have been brought up from an early age to appreciate the importance of Tibetan Buddhist teaching ( Lama and Chodron, 2019 , Prude, 2019 ), which emphasizes the premise of reincarnation ( Burley, 2014 ; Barua, 2017 ) or the notion of the “birth-death-rebirth” cycle ( Park, 2014 ; Sarao, 2017 ). It is their collective cultural belief perhaps, that upon death, one would reincarnate to a new “being” or a new life. In a similar vein, as we cited earlier, many Taiwanese believe in what is known as an “underworld”, or a place where one could meet and communicate with loved ones who have moved on ( Phan et al., 2021 ). It is interesting to note though, that some Western scholars ( Greber, 1979 ; Buckland, 2004 ; Tymn, 2014 ; Pócs, 2019 ) have also made reference to the notion of “spirit communication”.

The brief accounts, as mentioned here, emphasize the potential relevance and applicability of personal upbringing, grounded in historical-sociocultural contexts. Similar to the case of life wisdom, we posit that historical-sociocultural contexts may support the theoretical lens of subjective rationalization. That a particular historical-sociocultural grounding may instill conviction, personal resolve, and/or firm belief that metaphysical encounters, mystical contexts, and the like are ontologically subjective not rational in perception, interpretation, etc.

5 Summation

In summation, the study of life and death education ( Chen, 2013 ; Huang, 2014 ; Seng and Lee, 2022 ) has established strong grounding for learning, research, and practical purposes. Central to this thesis is a pervasive desire for individuals to appreciate life and death experiences in all different forms. Philosophical, conceptual, and empirical research undertakings have been plentiful, resulting in a myriad of findings and viewpoints for consideration. Our own research inquiries of life and death education over the years, likewise, have provided some interesting findings and insights for continuing teaching and research development. One particular aspect for continuing development relates to the context of universality. Do all of us view, perceive, and/or interpret universal contexts the same or differently? That perhaps, for some of us, life and death contexts are different and exist outside or beyond the ordinary and realistic boundaries of humankind (e.g., a person’s perceived feeling and/or experience of time–space transportation). Indeed, as a recap, we have briefly explored this metaphysical or mystical topic of human agency in a few of our recent articles. This concerted effort has provided preliminary grounding for our proposition of a related psychological concept known as “trans-mysticism”.

The present article considers an interesting discourse: that we may, in fact, subsume and/or frame different subjective viewpoints and interpretations of universal contexts within one common objective, psychological lens. That a resulting trans-mystical mindset, in this case, may help to “objectivize” or scientize the subject matters of metaphysicism, mysticism, and the like. Relating to this proposition is our conceptualization of an equivalency between the process of transformation of an ordinary mindset and a personal state of self-transcendence (i.e., a trans-mystical mindset ≈ a state of self-transcendence). Our philosophization (e.g., situating the concept of a “trans-mystical mindset” within Maslow’s (1968 , 1969) hierarchy of needs framework), in this analysis, is intended to achieve three major feats:

i. To promote the possibility of normalization and acceptance of metaphysical contexts and mystical life and death experiences from the perspective of psychology.

ii. To introduce an alternative nomenclature or psychological concept, known as trans-mysticism, into mainstream trans-humanistic literatures for consideration – for example, a person’s contextual mindset may situate within a hierarchy, transforming from an ordinary level to a higher-order level or a trans-mystical level.

iii. To advance the study of life and death education by considering the legitimacy, logic, and validity of non-conventional or non-objective themes (e.g., the personal experience of premonition).

Overall, then, the focus of our philosophical inquiry raises several notable issues for consideration and/or acknowledgment. That innovatively and creatively, we have utilized psychological premises (e.g., the study of transpersonalism) and the formal teaching and research of life and death education ( Chen, 2013 , Huang, 2014 , Seng and Lee, 2022 ) to normalize and/or to scientize the subject matters of metaphysicism. Equally important is a focus that we briefly mentioned for future development, which seeks to elucidate the epistemic legitimacy or validation of personal conviction and belief that metaphysical contexts and/or mystical experiences are truly unique [e.g., is there something truly unique, objectively, about one’s mystical belief of a metaphysical encounter (e.g., his conviction that spirit communication is unique and does not coincide with everyday objective reality?)].

6 Inquiries for consideration: teaching, educational, and practical purposes

We acknowledge that it is somewhat difficult to conceptualize concretely the concept of trans-mysticism, and/or to convince someone that there is scientific truth to the subject matters of metaphysicism and mysticism. Unlike other theories, concepts, relationships, etc. in the social sciences (e.g., the study of human motivation for effective learning), trans-humanism in its entirety is somewhat abstract, subjective, and individualized, requiring philosophical analysis, reasoned judgment, and contemplation to assist with the attainment of meaningful understanding. In this section of the article, we introduce a few proposed inquiries that may add valuable insights and support our aforementioned proposition for further development.

6.1 Teaching and practical purposes

Quality teaching (e.g., on-campus) and innovative curriculum development, as a whole, is a central element of successful schooling and academic learning experiences. The nexus between research and learning outcomes may involve active transformation of research findings into practice, where possible [e.g., how do we transform the premise of premonition ( Cameron, 1958 , González-González, 2019 ) into positive daily practice?]. Our interest in this matter over the past few years has been to develop a “unifying” framework of life and death education that may take into account different theoretical lenses – psychological , philosophical , sociological , anthropological , etc. Such a unifying framework could, perhaps, help to provide complementary information for holistic understanding of the subject contents of life and death [e.g., a psychological viewpoint (e.g., psychological process of grief) + historical-sociocultural viewpoint (e.g., the Eastern viewpoint about death) of death].

Aside from a unifying framework that incorporates different theoretical lenses, what else can we consider for effective teaching and learning experiences? Consider, in this case, innovative curriculum development that places emphasis on daily relevance and applied educational and non-educational practices. Does a trans-mystical mindset have any practicality for consideration? Can a student utilize her trans-mystical life experience or an encountered metaphysical context to “better” herself and/or others? Is there a program for implementation that an educator could develop, which takes into account the importance of trans-mystical life/death contexts? These sample questions emphasize the importance of practicality or the transformation of theory into practice. To answer such questions, we would need to consider the potential negative perception of the subject matter itself – that:

i. Some or many students, in general, may not appreciate and/or view trans-mystical life/death contexts as a credible subject for studying (e.g., for their future study and/or career pathways).

ii. It is somewhat difficult to associate trans-mystical life/death contexts with everyday relevance and/or applicability.

iii. Some or many students may have differing viewpoints, religious faiths, cultural beliefs, etc. that would prevent them from embracing the subject of trans-mystical life/death contexts.

Mathematics, Biology, Chemistry, Economics, etc. are “hard pure theoretical” disciplines ( Becher, 1989 ; Becher, 1994 ) that are concrete, relatively straightforward in terms of comprehension, processing, and/or understanding, and may reflect daily life relevance. Where does the subject of metaphysical contexts and/or the subject of mystical experiences, in contrast, rank in terms of “intellectual categorization” (e.g., is there any “academic basis” to the study of trans-mysticism?) ( Becher, 1989 , 1994 )? Becher’s (1989 , 1994) framework of intellectual categorizations (e.g., treating the subject content of a trans-mystical mindset as a “soft pure theoretical” subject), in this case, may help to define or redefine the “intellectual rigor” of the subject matters of trans-mysticism, metaphysical contexts, and the like. In a similar vein, the pedagogical practice of theoretical infusion ( Phan et al., 2023 , 2024 ), as described earlier, may lend support and strengthen the perception of intellectual or “academic rigor” to the subject matters of trans-mysticism, metaphysical contexts, and the like. For example, the pedagogical practice of Buddhist infusion ( Yeshe and Rinpoche, 1976 ; Metzner, 1996 ; Master Sheng Yen, 2010 ) may associate trans-mysticism with the subject matter of Buddhist spirituality (e.g., that personal experience and/or feeling of Buddhist spirituality is non-ordinary or extraordinary, reflecting the uniqueness of mysticism), adding valuable academic insights for consideration.

The study of trans-mysticism, in its entirety (e.g., a trans-mystical mindset), may impart some relevant insights for daily life purposes. Daily life relevance, in this case, does not necessarily equate to useful practicalities for positive life functioning. Rather, from our point of view, life relevance arising from in-depth knowledge and personal understanding of trans-mysticism may relate to one’s ability to appreciate and accept the broad “humanistic” nature of life and death. Furthermore, appreciating the concept of trans-mysticism may enable and/or assist a person to recognize that interpretation of life and death can incorporate and involve different theoretical lenses – for example, objective reality vs. individual subjectivity.

6.2 Self-reflection and holistic state of consciousness-subconsciousness

We now turn our attention to another focus of inquiry, which seeks to consider the potential impact of a person’s trans-mystical mindset on her state of personal reflection. Personal reflection , as Schön (1983 , 1987) contends, may espouse two different types: “in-action” reflection (i.e., during the event) and “on-action” reflection (i.e., after the event). This theoretical premise is relevant and may, in fact, relate to the context of our discussion of trans-mysticism. There are a few inquiries that we have formulated for researchers, educators, etc. to consider:

i. Does a trans-mystical mindset coincide with or help a person to develop reflective thinking skills?

ii. Does an encounter with a particular trans-mystical context and/or mystical life/death experience help a person to develop reflective thinking skills?

iii. Can personal reflection assist a person to reason, accept, and/or embrace trans-mystical life/death contexts?

iv. Can reflective thinking serve as an informational source, helping to necessitate, prepare, facilitate, and/or sustain a trans-mystical mindset?

The main issue, from our point of view, is whether trans-mystical mindset and reflective practice are interrelated with each other. In terms of life and death contexts, specifically, we prefer to use the term “self-contemplation” or “personal contemplation” ( Chattopadhyay, 2022 ) over that of self-reflection. For us, self-contemplation is more than just a state of personal reflection of different types of life functioning. Rather, self-contemplation is transpersonal and reflects a person’s concerted introspection to seek deep understanding about life experiences and the true meaning of higher-order life attainments. Moreover, from our point of view, self-contemplation emphasizes the importance of one’s own self-analysis and philosophization about the true meaning of aestheticism and altruism. It would be an interesting endeavor to explore the self-contemplative nature of trans-mysticism. To facilitate this line of questioning, we propose a term that we coin as “trans-mystical contemplation” or “trans-mystical introspection” – for example: does a person’s experience of trans-mysticism (e.g., a person’s conviction and belief that she is able to connect spiritually with loved ones who have moved on) reflect his contemplative or introspective thoughts?

Our recent article introduced a mindfulness-related methodological approach known as “meditative-reflective documentation” ( Phan et al., 2024 ). Meditative-reflective documentation is an approach that encourages a person to document and note down specific phrases, drawings, keywords, etc. that could describe his “meditative-reflective” experience. This theoretical account of meditative-reflective experience contends that in-depth meditation may enable a person to attain and/or to experience a higher-order “meditative-reflective” state – for example, his perceived feeling of “extraordinariness”, such as the perceived feeling of out-of-body experience (e.g., self-awareness of the perception of “disassociation” of body and mind from the present time–space context). As a result of this mentioning, we wonder whether there is credence to consider an interesting proposition: that the totality of a person’s state of consciousness and subconsciousness may consist of a unification or a combination of similar states: a trans-mystical state , a meditative-reflective state , a self-actualizing state , a transcendence state , etc., ( Figure 2 ).

Figure 2 . A proposed holistic state of consciousness-subconsciousness here.

Our seminal idea, as described, considers the possibility that some discourse and/or course of action could act to facilitate the unification of different states of consciousness and subconsciousness (e.g., a trans-mystical state, a meditative-reflective state, a self-actualizing state, and a transcendence state). This unification, we philosophize, may serve to encapsulate the “entirety” of a person’s state of consciousness-subconsciousness. Our narrative, in this case, contends that metaphysical contexts and/or mystical experiences may help initiate, unify, and sustain the four aforementioned states of consciousness-subconsciousness.

6.3 Research development for consideration

In this final section of the article, we discuss a few research propositions that may assist to support our advocation for the study of the entirety of trans-humanism, including the proposed concept of a trans-mystical mindset. We acknowledge that overall, the subject of trans-humanism is abstract, philosophical, and can be somewhat incomprehensible at times, making it difficult for students, individuals, etc. to understand and appreciate. Even more difficult, perhaps, is the development of research undertakings that could in effect help to validate such representation(s). There are a couple of questions, at present, for us to consider:

i. How do we accurately measure and assess the underlying nature of a trans-mystical mindset?

ii. How do we measure, assess, and/or evaluate one’s perceived feeling of a metaphysical context, mystical experience, and the like?

iii. How do we validate the proposition of a holistic state of consciousness-subconsciousness ( Figure 2 ), which may consider the following: a trans-mystical state, a meditative-reflective state, a self-actualizing state, a transcendence state, etc.?

iv. How do we objectively validate, legitimize, and/or confirm that a trans-mystical mindset is unique or that metaphysical experiences are extraordinary and situate outside the realm of ordinary boundaries?

The sample questions above illustrate the complexities of the study of the entirety of trans-humanism. For example, how would we soundly and/or accurately undertake a research inquiry into the nature of a trans-mystical mindset? This question places emphasis on a research-related issue or matter known as “methodological appropriateness” ( Esterberg, 2002 ; Creswell, 2003 ; Creswell, 2008 ). Methodological appropriateness, in brief, relates to the development of an appropriate methodological design for usage that would, in turn, enable a researcher to measure and assess a concept, phenomenon, relationship, etc. adequately and accurately In the social sciences, there are a couple of robust and stringent methodological designs for researchers, educators, students, etc. to consider (e.g., Likert-scale inventories, surveys, open-ended interviews). Likert-scale inventories and/or open-ended surveys are relatively straightforward and, in this case, may offer simple, direct opportunities and/or pathways for the attainment of evidence into the perception of trans-mystical life/death experiences (e.g., I perceive that there is something out there, divine, that I cannot explain…).

An important line of inquiry for consideration entails a comparative analysis of viewpoints, perspectives, interpretations, opinions, etc. of the study of trans-humanism in its entirety. We purport that a “sociocultural-anthropological” approach could offer a more interesting account of perception, interpretation, understanding, etc. of metaphysical contexts, mystical experiences, and the like. A sociocultural-anthropological approach ( Phan et al., 2024 ), we contend, places emphasis on the importance of diverse customary practices, cultural values, epistemological beliefs, protocols, etc. As we mentioned earlier, historical-sociocultural grounding and personal upbringing may play a prominent role, helping to shape or influence a person’s behavior, viewpoint, interpretation, epistemological belief, etc. (e.g., that there is logic and relevance to the cultural practice of ancestor worshipping). In this analysis, research undertakings that place emphasis on ethnographic-anthropological differences or similarities (e.g., the contrasting viewpoints regarding a trans-mystical mindset in reception, belief, and conviction towards the notion of premonition) may lend support for a wider scope in study of perspectives, beliefs, opinions, and ideas of metaphysical contexts, etc.

7 Conclusion

The present conceptual analysis article, we contend, has advanced the study of transpersonalism in its entirety ( Maslow, 1969 ; Strohl, 1998 ; Hartelius et al., 2007 ; Lancaster and Linders, 2019 ) by considering an alternative – namely, the nomenclature “trans-humanism” and, in this case, the philosophized psychological concept of trans-mysticism. Our focus of inquiry, philosophically and theoretically, attempts to analyze the potential relevance and significance of trans-mysticism by situating its nature within the framework of life and death education ( Phan et al., 2021 ; Lei et al., 2022 ; Seng and Lee, 2022 ; Shu et al., 2023 ). Specifically, we purport that metaphysical contexts, mystical experiences, and the like may transform a person’s ordinary mindset to a trans-mystical mindset, helping him to appreciate, rationalize, and make reasoned judgments about the nature of such “extraordinary” encounters.

Overall, then, we contend that our focus of inquiry has added valuable insights for research, teaching, and practical purposes. Central to this thesis is our use of philosophical analysis to normalize and scientize a subject area that is perceived as being somewhat non-conventional. This utilization of personal philosophization has provided grounding for consideration of several interesting endeavors: (i) viewing life and death from contrasting theoretical lenses (e.g., objective reality vs. individual subjectivity), (ii) seeking to engage in higher-order human practices (e.g., meditative-reflection) in order to encounter and/or to experience metaphysical contexts and the like, and (iii) embracing the importance of “normalization” of extraordinary human psyche for daily functioning.

Author contributions

HP: Conceptualization, Formal analysis, Investigation, Methodology, Project administration, Supervision, Validation, Writing – original draft, Writing – review & editing. BN: Conceptualization, Formal analysis, Investigation, Methodology, Validation, Writing – original draft, Writing – review & editing. C-SH: Conceptualization, Investigation, Methodology, Project administration, Resources, Validation, Writing – review & editing. S-CC: Conceptualization, Funding acquisition, Investigation, Methodology, Project administration, Resources, Supervision, Writing – review & editing. LW: Conceptualization, Funding acquisition, Investigation, Methodology, Resources, Writing – review & editing.

The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.

Acknowledgments

HP would like to express his appreciation to the University of New England, Armidale, Australia for allowing him to undertake his sabbatical in late 2022, which led to the preparation and writeup of this article. A special thank you to the National Taipei University of Education and, in particular, the Department of Education for hosting the first author’s sabbatical. Finally, the five authors would like to extend their gratitude and appreciation to the Associate Editor and the two reviewers for their insightful comments, which have helped to enhance the articulation of this conceptual analysis article.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Keywords: life and death education, trans-mystical mindset, transpersonalism, trans-mysticism, hierarchy of needs, mediative-reflective state, transcendence state, self-actualizing state

Citation: Phan HP, Ngu BH, Hsu C-S, Chen S-C and Wu L (2024) Expanding the scope of “trans-humanism”: situating within the framework of life and death education – the importance of a “trans-mystical mindset”. Front. Psychol . 15:1380665. doi: 10.3389/fpsyg.2024.1380665

Received: 02 February 2024; Accepted: 10 April 2024; Published: 23 April 2024.

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*Correspondence: Huy P. Phan, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.