Humanizing the Online Instructor Role

 

Students don’t need perfection—they need connection. Instructors who show their human side help learners feel more at ease and more willing to engage.

 

In Creating a Sense of Presence in Online Teaching, we encourage instructors to:

• Share a brief story or photo from your own learning journey
• Use video or voice messages to break up text-heavy communication
• Acknowledge challenges with grace and humor

 

Presence is not only about frequency—it’s about authenticity.

 

By showing up as real people, we invite our students to do the same.

 

Lehman, R. M., & Conceição, S. C. (2010). Creating a Sense of Presence in Online Teaching: How to “Be There” for Distance Learners. Jossey-Bass. 

 

What are your favorite ways to bring your full self into your online courses? Let’s explore this together in the forum.

 

Re-Engaging Students Mid-Course — Keeping the Momentum Going

 

Even motivated students can lose steam mid-course. Life gets busy, or the material feels repetitive. This is a critical moment for intentional re-engagement.

 

Drawing from Motivating and Retaining Online Students, we recommend:

• Mid-course reflections: Invite students to share what's working and what they need.
• Mini motivational videos: Remind learners why the course matters and acknowledge their progress.
• Relevance boosters: Link upcoming topics to current events or student goals.

 

Re-engagement is not about adding more content—it’s about reactivating purpose and connection.

 

Lehman, R. M., & Conceição, S. C. (2014). Motivating and Retaining Online Students: Research-Based Strategies That Work. Jossey-Bass. 

 

How do you rekindle student energy during the semester? We invite your insights in the forum.

 

Balancing Structure and Flexibility in Online Learning

 

One of the biggest tensions in online education is structure vs. flexibility. Students need clarity—but they also need options that respect the realities of adult life.

 

In Managing Online Instructor Workload, we offer insights into how instructors can create a structure that supports learners and streamlines teaching.

 

We suggest:

• Weekly pacing guides to keep students on track
• Built-in flexibility, such as soft deadlines and alternate formats
• Modular course design for easier navigation and content updates

 

Structure is not rigidity—it’s a support system that helps both students and instructors thrive.

 

Conceição, S. C., & Lehman, R. M. (2011). Managing Online Instructor Workload: Strategies for Finding Balance and Success. Jossey-Bass. 

 

What are your favorite ways to balance structure with flexibility? Contribute your perspective in the forum.

 

Creating Safe Online Spaces for Learners to Grow

 

Feeling safe is a prerequisite for learning. In the online environment, safety is about more than tech security—it’s about trust, respect, and emotional presence.

 

In Creating a Sense of Presence in Online Teaching, we describe the subtle ways instructors can foster this type of environment.

 

 

Some ideas:

• Use inclusive discussion guidelines: Encourage diverse voices and respectful disagreement.
• Acknowledge life challenges: When students face difficulties, respond with compassion and flexibility.
• Celebrate effort: Highlight persistence, not just perfect performance.

When students feel emotionally secure, they are more likely to participate, take intellectual risks, and build relationships with content and peers.

 

Lehman, R. M., & Conceição, S. C. (2010). Creating a Sense of Presence in Online Teaching: How to “Be There” for Distance Learners. Jossey-Bass. 

 

How do you create emotionally safe spaces in your courses? Let’s talk about it in the online forum.

 

Designing with Empathy — Supporting the Adult Online Learner

 

Empathy isn’t just a feeling—it’s a design principle. Adult learners often arrive with full lives, past educational experiences, and diverse learning needs. Online course design must reflect that reality.

 

In Motivating and Retaining Online Students, we emphasize designing with the whole learner in mind. This includes offering flexibility, choice, and opportunities to connect learning to real-world applications.

 

Key practices include:

• Offer varied assignment formats: Let students choose between writing a paper, recording a presentation, or building a project.
• Use inclusive language and examples: Acknowledge cultural, professional, and generational diversity.
• Design for mobile learning: Many adult learners use phones to access coursework on the go.

 

Online learners need to feel that their experiences and perspectives matter when design reflects empathy, and engagement increases.

 

Lehman, R. M., & Conceição, S. C. (2014). Motivating and Retaining Online Students: Research-Based Strategies That Work. Jossey-Bass. 

 

What does empathy in design look like in your courses? Join us in the forum and let’s explore together.