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.

 

 

Teaching Online Without Losing Balance: Boundaries That Help

 

Online teaching can blur the lines between work and personal life. Without clear boundaries, faculty may respond to emails at all hours, review assignments late into the night, and feel overwhelmed. Conceição and Lehman (2011) highlight the importance of structured time management and boundary setting to protect well-being and performance.

 

Begin by defining your availability. Let students know your communication policy—for example, reply within 24 hours on weekdays or no responses after 6 PM. Communicate these expectations in your syllabus, orientation video, and weekly announcements.

 

Block your calendar for recurring tasks. Schedule time for grading, responding to messages, and planning content. Time-blocking helps prevent tasks from spilling into personal time and keeps you on track with weekly responsibilities.

 

Batch tasks wherever possible. Set aside periods to review discussion boards, grade assignments, or prep materials. Avoid multitasking, as it decreases efficiency and increases fatigue.

 

Finally, remember to schedule breaks. Teaching online doesn’t mean being online 24/7. Make time for walks, meals, and time away from the screen to maintain energy and focus.

 

Faculty Tip: You model balance for your students. Protect your time and set the example for healthy academic engagement.

 

Reference

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

 

Efficient Grading: Feedback That Counts Without the Crunch

 

Grading is often one of the most time-consuming aspects of teaching online. However, with a few strategic shifts, faculty can maintain high-quality feedback while easing the grading burden. Conceição and Lehman (2011) recommend structured feedback processes that save time without compromising student learning.

 

Start by developing detailed rubrics for each assignment. Rubrics help students understand expectations and allow faculty to grade more quickly and consistently. They also reduce the number of questions about grades and provide a foundation for meaningful feedback.

 

Another helpful tactic is to build a feedback bank. This collection of frequently used comments for common errors or strengths can be copied and customized. Faculty can use these for written, audio, or even video feedback. Video or voice comments often take less time than written responses and feel more personal to students.

 

Faculty should also consider the weight and importance of different assessments. Not every assignment needs extensive feedback. For smaller tasks, a simple checklist or brief comment may suffice. Save in-depth feedback for major assignments where students can apply the guidance for future growth.

 

Faculty Tip: Grade smarter, not harder. Use rubrics, reusable comments, and targeted feedback to streamline your process.

 

 

Reference

 

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

Be Present, Not Overwhelmed: Communication Strategies That Work

Staying connected with students is critical to their motivation and retention. However, constant communication can become overwhelming for faculty if not managed strategically. Conceição and Lehman (2011) encourage faculty to think of presence as a blend of automation, routine, and personalization.

 

Start by establishing communication expectations early. Create a communication plan that outlines when students can expect responses, where to post questions, and how announcements will be shared. This avoids daily surprises and repeated questions. Faculty can then stick to scheduled windows for checking emails or discussion boards, rather than being pulled into constant interruptions.

 

Use automated communication tools whenever possible. Most LMS platforms allow faculty to schedule weekly announcements, assignment reminders, or personalized feedback releases. These tools help maintain consistent contact with students without daily effort.

 

Creating a bank of reusable responses to common student questions also saves time. This can include templates for syllabus questions, tech support issues, or assignment clarifications. For more individualized support, faculty can schedule short virtual office hours or use audio/video messages to communicate more efficiently.

 

Faculty Tip: Use technology to support your presence, not replace it. Scheduled and thoughtful messages can go a long way in building trust and reducing your daily communication load.

 

 

Reference

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

Design Smart, Not Hard: Course Structure That Saves Time

 

One of the best ways for faculty to manage their workload in online teaching is through intentional course design. In Managing Online Instructor Workload: Strategies for Finding Balance and Success, Conceição and Lehman (2011) emphasize that clearly structured and well-organized courses reduce students' confusion and significantly cut down on time spent clarifying expectations.

 

A modular course format is key. Students know what to expect when you structure each week or module with a consistent rhythm, such as an overview, a reading, a discussion, and an assignment. This predictability means fewer emails, fewer late submissions, and fewer grading errors. It also helps students build autonomy, which supports retention and reduces reliance on faculty for routine guidance.

 

Automation is another smart design element. Learning management systems (LMS) offer tools to pre-schedule announcements, release content by date, and automate reminders. This allows instructors to frontload effort at the beginning of the semester rather than scrambling weekly. Creating templates for assignments and discussion prompts also saves time and improves your course professionally.

 

Faculty should also consider reusability when designing. Use content that can serve multiple terms or can be updated easily. For example, recording short videos that explain core concepts can be reused with minor edits, and templates for syllabi, rubrics, and grading feedback can streamline preparation.

 

Faculty Tip: Design with the future in mind. A course that runs smoothly now will run even more efficiently in subsequent semesters.

 

Reference

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

 

Approaches for Gathering Information on Presence in Online Learning or Sensing Presence: Practical Ways to Gather Feedback in Online Courses

 

Creating a strong sense of presence in online learning is a dynamic and ongoing process. In Creating a Sense of Presence in Online Teaching: How to "Be There" for Distance Learners, Lehman and Conceição (2010) explore not only how presence can be designed into online courses but also how instructors can gather meaningful feedback about whether that presence is genuinely being felt.

 

Understanding presence from the learner’s perspective is key to improving online instruction. Here are some of the key approaches from the book, along with practical tips for implementing them.

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1. Formal and Informal Evaluations

What it is: Use tools like surveys, reflection journals, course evaluations, and informal feedback to assess students' perceptions of presence.

Tips:

• Launch a mid-course check-in survey to identify areas where students feel connected—or disconnected.
• Include open-ended prompts like: "What helps you feel most connected in this course?" or "Where do you feel most ‘present’ or ‘seen’?"
• Review end-of-course evaluations with an eye for comments that reflect emotional or social connection (or lack thereof).

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2. Observation of Engagement

What it is: Monitor participation patterns, discussion depth, and student tone in communications.

Tips:

• Use learning analytics to spot engagement trends. Are students logging in regularly? Are discussion posts thoughtful or surface-level?
• Watch for signs of emotional tone in messages—excitement, frustration, confusion—and follow up with supportive outreach.
• Track the consistency of contributions in forums, peer feedback, or group work as a measure of involvement and presence.

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3. Student Reflection Activities

What it is: Ask students to actively reflect on their experiences in the course to surface their sense of connection.

Tips:

• Incorporate reflective prompts such as: "Describe a moment in this course when you felt most connected to your peers or instructor."
• Use a short reflection at the end of each module to gauge evolving impressions of presence.
• Make reflections low stakes to encourage honesty and openness.

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4. Instructor Self-Reflection

What it is: Instructors reflect on their teaching behaviors and student interactions to evaluate their presence.

Tips:

• Keep a teaching journal to record observations after each module or live session.
• Ask yourself: Did I make space for student voices this week? Did I provide timely feedback? Did I humanize the learning experience?
• Seek peer feedback or mentoring to get an outside perspective on your teaching presence.

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5. Peer or External Review

What it is: Have a colleague or instructional designer review your course with presence in mind.

Tips:

• Provide a checklist based on the book’s framework: Are there clear touchpoints with students? Is the instructor “visible” in multiple ways?
• Request feedback on tone, accessibility, and opportunities for interaction.
• Use this process as a developmental tool rather than a performance judgment.

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Gathering presence information isn’t just about collecting data—it’s about listening deeply to the online learner’s experience. By combining reflection, observation, feedback, and review, educators can adapt and evolve their practices to ensure students feel genuinely seen, heard, and supported in digital spaces.

Presence doesn’t happen by accident. It’s discovered through dialogue—and designed with intention.

 

Reference

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

Fostering Connection in Online Education: Exploring the "Being There" Model

 

In the evolving landscape of online education, creating a genuine sense of presence is essential for fostering meaningful learning experiences. Lehman and Conceição (2010), in their book Creating a Sense of Presence in Online Teaching: How to "Be There" for Distance Learners, introduce the "Being There for the Online Learner Model," a comprehensive framework designed to enhance this sense of presence in virtual classrooms.​

 

Understanding the "Being There" Model

The "Being There" model is structured around concentric circles, each representing different dimensions that contribute to a learner's sense of presence:​

1. Learner's Inner World: At the core lie the learner's internal experiences—thoughts, emotions, and behaviors—that shape their engagement with the online environment.​
2. Types of Experience: Encircling the inner world are four experiential categories:​
• Objective: Direct interactions with course content.​
• Environmental: The technological and physical settings influencing learning.​
• Social: Interactions with peers and instructors.​
• Subjective: Personal reflections and interpretations of the learning journey.​
3. Modes of Presence: The subsequent layer encompasses four modes that facilitate a sense of being present:​
• Immersion: Deep engagement with the learning material.​
• Realism: Authenticity of the learning experiences.​
• Involvement: Active participation in learning activities.​
• Suspension of Disbelief: Willingness to engage with the learning environment as if it were a physical space.​
4. External Factors: The outermost circle represents external elements that influence presence, such as course design, instructional strategies, and technological tools.​

Implementing the Model in Online Teaching

To effectively apply the "Being There" model, educators can adopt the following strategies:​

• Personalize Learning Experiences: Acknowledge and address learners' diverse inner worlds by incorporating activities that cater to various learning styles and preferences.​
• Create Authentic Interactions: Foster social experiences through collaborative projects and discussions promoting genuine student connections.​
• Design Immersive Content: Utilize multimedia resources and interactive elements to enhance immersion and realism in course materials.​
• Encourage Reflective Practice: Incorporate reflective assignments that allow learners to connect subjective experiences with course content, deepening their understanding.​

 

The "Being There for the Online Learner Model" offers a holistic approach to cultivating presence in online education. By understanding and integrating its components, educators can create enriching virtual environments that resonate with learners, leading to more effective and engaging educational experiences.

 

Reference

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