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.

 

Managing Online Instructor Workload Without Burnout

 

Online teaching offers flexibility—but it also comes with a unique set of time-management challenges. Without intentional boundaries and planning, instructor workload can spiral into burnout.

 

In Managing Online Instructor Workload, we offer strategies for sustaining quality instruction while protecting instructor well-being.

 

Consider the following:

• Establish communication windows: Let students know when and how you’ll respond to inquiries.
• Automate where possible: Use rubrics, reusable feedback banks, and automated reminders to reduce repetitive tasks.
• Design with clarity: Reduce confusion by building intuitive navigation and clearly communicating expectations.

 

Workload management is a critical skill for online educators. It allows us to maintain high standards of teaching while preserving our energy and enthusiasm over time.

 

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

 

How do you protect your time while staying connected with students? Share your tips in the “Conversations on Online Teaching and Learning” forum.

 

Redefining Presence — How to “Be There” for Online Learners

 

In traditional classrooms, presence is physical. In online learning, it's about intentionality. It’s about being seen, heard, and felt even when you’re not live on screen.

 

In Creating a Sense of Presence in Online Teaching, we define presence as a multidimensional experience that we co-create with our learners. Presence shows up in the way we design our courses, facilitate interactions, and respond with care.

 

Ways to build presence include:

• Weekly announcements and videos: Let students hear your voice, see your face, and feel your enthusiasm.
• Timely and personalized responses: Acknowledging student efforts and struggles builds connection.
• Thoughtful course layout: Clarity and consistency reflect care.

 

Presence is not accidental—it is constructed through the use of strategic tools and

 

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 and maintain presence in your online teaching? We’d love to hear your stories in the forum.

 

Motivation That Lasts — A Blueprint for Online Retention

 

When we think of student retention in online learning, motivation is often at the core. Yet motivation isn’t a one-time event—it’s a journey. It evolves as students move through their course, influenced by structure, relevance, feedback, and connection.

 

In Motivating and Retaining Online Students, we explored the psychological, emotional, and contextual factors that keep learners engaged. One key finding: adult learners thrive when the learning environment honors their autonomy and connects content to their lived experiences.

 

Some strategies that work include:

• Making relevance visible: Begin each module by linking concepts to professional practice or real-life scenarios.
• Fostering early wins: Design early assignments for success to build student confidence.
• Using motivational scaffolds: Provide choices in how learners engage with materials or demonstrate knowledge.

 

Successful online learning begins with a clear understanding of what motivates adult learners and how that motivation is sustained across a course or program.

 

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

 

What are some techniques you’ve used to sustain motivation throughout a course? Join us in the "Conversations on Online Teaching and Learning" forum and share your experience.

 

 

Designing for Flexibility: Supporting Lifelong Learners in a Busy World

 

 

Life doesn’t stop for online courses. Most adult learners are juggling work deadlines, family responsibilities, and community obligations, often all at once. That’s why flexibility in course design isn’t just a nice-to-have—it’s a must.

 

When we design with real life in mind, we help learners succeed even when things get unpredictable.

 

Here’s how we build flexibility into our courses:

• Asynchronous learning options allow students to engage at their own schedule.
• Bite-sized content that allows for learning in short bursts (perfect for busy lives).
• Soft deadlines and grace periods so students can stay on track without added stress.

 

We also like to include catch-up weeks or “buffer zones” throughout the course to provide breathing room. And tools like checklists, calendars, and reminders can help students stay organized and confident.

 

Designing for flexibility shows learners we understand—and respect—the realities of their lives. And that respect goes a long way toward keeping them enrolled, engaged, and successful.

 

How have you used flexible course design to support your students? Let’s keep the conversation going in the “Conversations on Online Teaching and Learning” forum.

 

Further Reading

For more strategies and practical guidance on online teaching and learning, explore our books:

·      Motivating and Retaining Online Students: Research-Based Strategies That Work (2014) - Discover evidence-based practices to keep online learners engaged and committed throughout their learning journey.

·      Managing Online Instructor Workload: Strategies for Finding Balance and Success (2011) - Learn how to design, deliver, and manage online courses effectively, while maintaining work-life balance as an instructor.

·      Creating a Sense of Presence in Online Teaching: How to “Be There” for Distance Learners (2010) - Explore practical ways to foster connection, engagement, and support in online learning environments.

 

Do you have ideas, reflections, or questions? We invite you to share them in the “Conversations on Online Teaching and Learning” forum, moderated by Simone Conceição and Rosemary Lehman.

 

Feedback as Fuel: How Timely, Targeted Responses Boost Retention

 

We often say that feedback is one of the most powerful teaching tools we have—and in online learning, it’s absolutely essential. It’s how we let students know they’re on the right track, offer guidance for improvement, and show that their efforts matter.

 

When feedback is timely, thoughtful, and encouraging, it becomes more than evaluation—it becomes motivation.

 

Here’s what we strive to do:

• Respond promptly—even short comments delivered quickly can make students feel acknowledged.
• Offer specific, actionable feedback. Rather than a generic “great job,” we focus on what worked well and where there’s room to grow.
• Use audio or video feedback when possible—it helps convey tone and warmth more effectively.

 

We also like to highlight progress: “This shows a big improvement since your last post—keep it up!” goes a long way in building confidence.

 

Feedback is more than grading—it’s about building a connection that keeps students engaged and motivated to move forward.

 

What feedback strategies have helped you keep online learners on track? We’d love to hear from you in the “Conversations on Online Teaching and Learning” forum.

 

Further Reading

For more strategies and practical guidance on online teaching and learning, explore our books:

·      Motivating and Retaining Online Students: Research-Based Strategies That Work (2014) - Discover evidence-based practices to keep online learners engaged and committed throughout their learning journey.

·      Managing Online Instructor Workload: Strategies for Finding Balance and Success (2011) - Learn how to design, deliver, and manage online courses effectively, while maintaining work-life balance as an instructor.

·      Creating a Sense of Presence in Online Teaching: How to “Be There” for Distance Learners (2010) - Explore practical ways to foster connection, engagement, and support in online learning environments.

 

Do you have ideas, reflections, or questions? We invite you to share them in the “Conversations on Online Teaching and Learning” forum, moderated by Simone Conceição and Rosemary Lehman.

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Community Counts: Fostering Connection in Online Classrooms

 

Let’s be honest—online learning can sometimes feel like a solitary experience. Without the casual chat before class or the quick smile from a peer, students may feel disconnected. And when that sense of connection is missing, it’s easy for motivation to dwindle.

 

But with intentional design and facilitation, online learning communities can thrive—and we’ve seen how powerful they can be.

 

Here are a few practices we use to build connection:

• Regular, guided interaction through weekly discussion boards that include prompts and instructor participation.
• Opportunities for peer feedback that enable students to learn from one another and gain different perspectives.
• Informal communication channels, such as class forums or “virtual lounges,” where students can connect socially.

 

And of course, instructor presence is key. Weekly announcements, encouraging messages, and even a friendly emoji here and there help students feel supported and seen.

 

When students feel like they belong, they’re more likely to participate fully and persist through challenges.

 

How do you foster connection in your online courses? Join us in the “Conversations on Online Teaching and Learning” forum to share your tips and experiences.

 

Further Reading

For more strategies and practical guidance on online teaching and learning, explore our books:

·      Motivating and Retaining Online Students: Research-Based Strategies That Work (2014) - Discover evidence-based practices to keep online learners engaged and committed throughout their learning journey.

·      Managing Online Instructor Workload: Strategies for Finding Balance and Success (2011) - Learn how to design, deliver, and manage online courses effectively, while maintaining work-life balance as an instructor.

·      Creating a Sense of Presence in Online Teaching: How to “Be There” for Distance Learners (2010) - Explore practical ways to foster connection, engagement, and support in online learning environments.

 

Do you have ideas, reflections, or questions? We invite you to share them in the “Conversations on Online Teaching and Learning” forum, moderated by Simone Conceição and Rosemary Lehman.

 

Sparking Engagement from the Start: Building Motivation Early in Online Courses

 

Starting an online course can feel like walking into a room full of strangers who already know each other. For students—especially adult learners juggling work, family, and other responsibilities—those first impressions matter a lot. The way we welcome them into the learning space can spark motivation that lasts or lead to early disengagement.

 

So, how can we ensure our online classrooms feel inviting and energizing from the start?

 

Here are a few strategies we’ve found especially helpful:

• Share a short welcome video that introduces us and sets a warm, inclusive tone for the course.
• Use a low-stakes, personal icebreaker activity. Invite students to post a photo, story, or reflection that helps us get to know them as individuals.
• Make course goals clear and relevant. When students understand how the content relates to their lives, careers, or goals, their engagement naturally increases.

 

Offering choices in assignments also supports motivation. When adult learners can select topics that resonate with their experiences, they’re more likely to take ownership of their learning.

 

These small design decisions can make a significant difference in whether students feel like they’re merely completing tasks or genuinely participating in a meaningful learning journey.

 

What are some ways you create a motivating first week in your online course? We invite you to share your experiences in our “Conversations on Online Teaching and Learning” forum.

 

Further Reading

For more strategies and practical guidance on online teaching and learning, explore our books:

 

·      Motivating and Retaining Online Students: Research-Based Strategies That Work (2014) - Discover evidence-based practices to keep online learners engaged and committed throughout their learning journey.

·      Managing Online Instructor Workload: Strategies for Finding Balance and Success (2011) - Learn how to design, deliver, and manage online courses effectively, while maintaining work-life balance as an instructor.

·      Creating a Sense of Presence in Online Teaching: How to “Be There” for Distance Learners (2010) - Explore practical ways to foster connection, engagement, and support in online learning environments.

 

Do you have ideas, reflections, or questions? We invite you to share them in the “Conversations on Online Teaching and Learning” forum, moderated by Simone Conceição and Rosemary Lehman.