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Changes in How Students Are Learning

How Students Are Learning in online education

If you’ve been paying attention to the higher education industry, you’ve probably seen many changes over the years. However, few eras of student learning will involve such dynamic change as the past few years. Higher education has radically transformed over the last few years, and it doesn’t look to show any signs of slowing down. Due to the vast changes in the way students are learning, savvy higher education professionals would do well to pay close attention and adjust their modes of teaching.


To help you stay abreast of these changes, the team here at Instructional Connections assembled their thoughts on some of the most critical ways education is changing and how proper utilization of resources is pivotal for success. 

Stage or Side Instruction? 


Before we dive in, it’s important to take a closer look at two competing paradigms of educational philosophy.


The first is the “sage on a stage” model. In this model, the educator’s primary purpose is to be a subject matter expert, and educators ought to work to use that expertise to impart knowledge to their pupils.


In the “guide on the side model,” self-learning is the name of the game. In this paradigm, educators are mainly guides who help students engage with relevant content through projects, applied training, and classroom discussion.


There is utility to each of these philosophical models, but higher education professionals need to appreciate just how their roles in both paradigms have shifted over the last few years. Educators who have historically relied on their expertise within a given area may now find themselves having to diversify their curriculum. Likewise, guides may find that relevant expertise in defined content areas might help guide students through confusing or contradictory self-learning. 


The “guide on the side model” is also a much more common model for distance learning, merely due to the nature of the model. Most distance courses rely on students to be self-directed and capable of engaging with content critically. Most curriculums expect faculty to help students engage with and think critically about content and projects, not distill and spoon-feed all education to their pupils.

However, many faculty members find themselves thrown into the deep end when teaching remotely. 


If faculty members do find themselves migrating to virtual instruction and struggling with the transition from a sage on a stage to a guide on the side, it’s imperative that their institutions find ways to support them. 

The Rise of Non-Traditional Students


In that same vein, the rise of non-traditional students is another significant change in how students learn. These students are typically older, have some experience in the workforce, and have different schedules. They are thus quite different from the average college student, who is usually full-time and has more time to attend in-person classes. Non-traditional students also are much likelier to attend virtual classes since this type of education meshes well with their busy schedules. 


Non-traditional students, since they tend to be older and more experienced, are often much better at regulating their schedules and coursework. However, their dependence on virtual learning does pose challenges. Faculty instructors not used to virtual learning might struggle to adapt to this sort of teaching. 

Early Exposure to Professional Communities 


At one point, education was perceived as all a student needed to succeed. This was never entirely true, but it is becoming increasingly necessary to realize that a degree in and of itself is not a golden ticket. Students now are encouraged to begin networking early and connect with professionals in their vocation while still in school. Faculty instructors now realize that their role is not just to be a sage on a stage or a guide on the side. They also need to help students explore the ins and outs of their craft and make lasting connections to their vocational community. Work experience and familiarity with a vocation are huge boons now for faculty instructors looking to help their pupils network early. 

Academic Coaches & Changes in Learning 


Student learning will always continue to evolve. That’s just a fact. It’s imperative now that faculty instructors are prepared to showcase their expertise, guide through distance learning, and support non-traditional students. 


An Instructional Connection Academic Coach can be a great way to support faculty members through these challenges and maximize the potential of the faculty member. 


Our Academic Coaches all have at least a Master’s Degree and are experts in their field.  Their expertise and familiarity with their craft also make them an excellent resource for the students in their courses, who often see their Academic Coach as a peer and trusted mentor. This expertise in the subject matter lets our Academic Coaches free up time for faculty members to focus on what they do best: teaching! 
Our process is simple. 

  • Understanding Your Needs: Every course, every university, every faculty member is different. We begin by sitting down and understanding what you need in an academic coach. It is essential that we understand your unique needs before diving into the next steps in the process. 
  • Assigning the Right Academic Coach: Next, we assign you an Academic Coach. This Academic Coach will be contracted, paid, and managed by Instructional Connections. This eliminates the need for additional human resource workers or additional lifts on the part of the institution. 
  • Support Throughout the Semester: We will be in the wings the whole semester to ensure that your Academic Coach is properly supported and meeting your needs. 

The classroom is ever-evolving. Help your faculty members stay up-to-date and prepared for these changes with an Academic Coach from Instructional Connections. 

Contact Instructional Connections To Learn More!

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How To Support Non-Traditional Students

academic coaches Support Non-Traditional Students

Non-traditional students may feel like a paradox for universities looking to maximize their working professional students. On one hand, they are students in every sense of the word and have the responsibilities of traditional students. However, their age, work experience and busy lifestyles separate them from the rest of campus and mean non-traditional students might never actually interact with the campus at large.  Institutions of higher education who want to support their non-traditional students are thus increasingly recognizing just how distinct the issues and concerns of non-traditional students are.


Their educational background and familiarity with the working world means they’re more prepared for their study. Their time spent in the workforce or in the military have trained them well and they’re ready for their coursework. Any instructor who has taught a non-traditional student course knows that it’s worlds away from an undergraduate course in terms of composition and understanding of subject matter. 


Still, while institutions might not need to invest as many resources into non-traditional students, it is imperative that institutions of higher education properly structure their non-traditional programs. Failure to do so dramatically increases the odds of faculty member burnout and less-than-impactful programs for non-traditional students. 


To help support non-traditional students, institutions of higher education are turning to Academic Coaches AKA virtual TAs for maximum results. The right Academic Coaching model improves academic outcomes for non-traditional students by equipping faculty members and freeing up instructor time. Read on to learn how the Instructional Connections Academic Coach Model helps support non-traditional students. 

Networking Opportunities


Non-traditional students often return to university to pursue a specific work-related course of study. They tend to have more work experience and, thus, are likely to have some familiarity with the subject at hand. However, many non-traditional students understand that networking is a key factor in success in the working world and often are much more interested in networking than traditional students.  After all, their time in the working world has shown them just how crucial industry connections are. Non-traditional students are thus likely to be interested in any networking opportunities or knowledge about their industry their faculty instructor can provide outside of coursework. 

Flexibility


Few college students have an abundance of time, but non-traditional students, in particular, struggle to balance their responsibilities. Research has determined that non-traditional students particularly benefit from self-guided learning. Video resources and recording of lectures are two great examples of this. Non-traditional students can regulate their pace when engaging with course materials and can watch online lectures anytime, whether at 5 AM or 5 PM. Empowering your faculty to use self-guided online pedagogical tools is a great way to support non-traditional students. 

Support Through Hybrid Or Distance Learning


Distance learning has made a huge splash on the education stage, but it has become incredibly popular among nontraditional students, who are much likelier to learn remotely. Many non-traditional students find remote learning more conducive to their busy lives and packed schedules, as most balance school with work, marriage, and other responsibilities. 


However, remote education comes with its own challenges, and non-traditional students are not exempt. Many non-traditional students struggle with the isolation of remote learning. Others may not comprehend the material as well as they would in person and may see their performance struggle while attending a distance learning program. The nature of non-traditional learning means that few students will ever be in a physical classroom to ask questions or stay after to clarify a subject. Many programs for non-traditional students see larger enrollments, due to the lack of physical constraints. Between the nature of distance learning, the size of a non-traditional remote program, and the business of professional life outside of class, many non-traditional students can get lost in the shuffle. 


While distance learning has many benefits, universities need to intentionally provide resources that help streamline the distance learning or hybrid learning experience for optimal student outcomes. 


Support Non-Traditional Students With Instructional Connections


Many institutions of higher education leverage Academic Coaches or Virtual Teaching Assistants to help assist faculty members of record when supporting non-traditional students. These Virtual TAs help empower faculty members by grading assignments, posting approved announcements, and helping with day-to-day management tasks. This frees up faculty member time to focus on student empowerment and improving student outcomes, leading to great results. In many graduate programs, our Academic Coaches assist in seeing retention rates over 80%!  


Our Academic Coaches have at least a Master’s Degree and an average of 14 years of experience in their field, which helps them relate with non-traditional students. Many of our IC Academic Coaches are also potential networking opportunities and industry knowledge resources for non-traditional students. Consequently, our Academic Coaches are able to help students learn about their industry, streamline distance learning, and aid faculty members through their instructor-assigned duties. 


The Instructional Connections Academic Coach Model is simple. We start by understanding the needs of our university partner fully. The better we understand their goals and unique situation, the better equipped we are for our next step. We recruit, screen, and vet an Academic Coach for the unique situation of our university partner, pending the partner’s approval. From there, we train our Academic Coaches or Virtual TAs on the system, programs, and processes they need to know to be impactful. This reduces the administrative costs on our partner’s side and empowers our Virtual TAs to be the best they possibly can be. Instructional Connections also provides continuous support throughout the semester for our university partners, resulting in better student outcomes, increased employee and faculty satisfaction, and higher retention rates.

Supporting non-traditional students can differ greatly from supporting traditional students, but the right Academic Coach or Virtual TA can aid immensely. Contact Instructional Connections to learn more!

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Effective Practices In Using Academic Coaches: A Research Summary

Academic Coaches research

Maximizing faculty is always a difficult task for any university, The research shows, time and time again, that student outcomes are better when their instructors have more time to focus on the subject matter over administrative tasks. As digital learning tools become more common, instructors find themselves needing support to facilitate successful distance learning. To help support their faculty and improve student outcomes for online learning courses, many institutions of higher education turn to Academic Coaches to help their faculty members shine. 

However, while the use of Academic Coaches is critical to successful instructional courses, little research has been conducted into how Academic Coaches are used. Successful application of Academic Coaches has huge ramifications for faculty success, but few universities know what practices will help their faculty use Academic Coaches well.

To help with this goal, Instructional Connections funded original research by Tracia M Forman and Jessica M Sanchez into the best practices for Academic Coaches at the University of Texas Rio Grande Valley. These findings were later presented by the two aforementioned researchers at the Texas Distance Learning Association’s 2022 conference. The goal of this research was to understand the behavior, preferences, and opinions of faculty who utilize Academic Coaches, with the aim of developing best practice guidelines for the future use of Academic Coaches. 

About UTRGV

The University of Texas Rio Grande is one of the largest primarily Hispanic universities in the country. The University has campuses across the Rio Grande Valley of southernmost Texas, mostly in McAllen, Harlingen, and Edinburg. The institution is unique as 54% of its students are first-generation students, and over 90% are Hispanic. The University of Texas Rio Grande, like other institutions of higher learning, was trying to maximize its faculty’s impact via distance learning. This became the perfect backdrop for Sanchez and Forman’s research into what makes a great Academic Coach. 

What is an Academic Coach? 

An Academic Coach, in the context of this research, was a trusted resource for University of Texas Rio-Grande Valley faculty members, an additional layer of support for UTRGV instructors. All Academic Coaches were employed by Instructional Connections, and all were subject matter experts within their field of study. All Academic Coaches have, at minimum, a Master’s Degree, although oftentimes, Academic Coaches may have other postgraduate degrees. The main purpose of an Academic Coach is to assist at the course level and help support students through more administrative tasks, tasks that eat up instructor time. 

The sample size that  Forman and Sanchez used to glean more insight into best practices around Academic Coaching consisted of 14 female instructors and 2 male instructors. A variety of disciplines were represented, with liberal arts being the most common. 

The main vehicle for this research was interviewing faculty about their experiences with Academic Coaches. That interview script can be accessed here. 

Forman and Sanchez investigated how Academic Coaches were being utilized at UTRGV to ensure that all Academic Coaches were being utilized in similar ways across the college. Typical responsibilities of Academic Coaches, according to the consulted faculty members, usually included grading, leading discussions, and answering student questions, although this varied from instructor of record to instructor of record. Most faculty members found few student complaints about their Academic Coach, and when student complaints did arise, grading was the main area of concern. 

The most common way of aligning with Academic Coaches was to hold a pre-course meeting to review standard operation procedures, expectations, and the types of assignments. Shadow sessions around grading were also scheduled by some faculty with their Academic Coaches to align on how grading ought to be conducted. 

Findings 

The research concluded that several Academic Coach strategies stood out as more effective. Those included…

  • Constant Communication
  • Clear Grading Rubrics
  • Detailed & Comprehensive Agendas

Forman and Sanchez also recommended several strategies for using Academic Coaches be discontinued. These included….

  • Offtopic Virtual  Meetings
  • Use of Unfamiliar Digital Learning Tools in the Classroom
  • Not Aligning on Grading Expectations Early

It is important to note that the UTRGV faculty members were, all in all, quite happy with their Instructional Connections Academic Coaches, aka Virtual TA. Their feedback did, however, note when Academic Coach utilization needed improvement, and the three aforementioned topics were the most common strategies Forman and Sanchez recommended be discontinued. 

From this research and discussion with the sample size, Forman and Sanchez were able to create a list of advice for instructors to maximize their use of Academic Coaches.

  • Clear Ground Rules & Expectations at Onset
  • Regular Cadences for Communication
  • Detailed Rubrics for Grading to Prevent Misalignment
  • Listen to Coach Ideas and Feedback to Improve Student Experiences  

Summary

This research found that clear expectations, communication, and meeting cadences all helped maximize the use of Academic Coaches at UTRGV. The issues that did arise were usually around grading, and the instructors interviewed found that clear rubrics could help alleviate these student complaints. 

Forman and Sanchez did find some areas of improvement for future research. Namely, incorporating direct feedback from Academic Coaches and developing a line of questions to further understand grading responsibilities were identified as areas of further research.

Instructional Connections would like to thank Forman and Sanchez for their tireless work and all UTRGV participants for their time and insight. The use of Academic Coaches and virtual TAs at institutions of higher learning is an understudied practice within the higher education community. This research helps all parties understand how to best support course instructors and improve distance learning.

The full research can be found here. 

For More Information, Contact Instructional Connections

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How To Maximize University Faculty

University Faculty working on a project

Knowing how to maximize university faculty can be difficult. It’s easy to understand why universities might be interested in improving outcomes for their faculty. If done right, your faculty are more likely to stay with the university, invest more in their students, and be more involved on campus. These benefits aren’t just for your university faculty. Improvements in how your faculty relate to their work greatly impact your students. Studies routinely show that students see better outcomes working with happy and engaged faculty. There clearly are huge benefits for your university when your faculty are happy, invested, and committed to their jobs. 

But how do you actually improve outcomes for your university faculty? We put together some thoughts on how universities can maximize their faculty. 

Keep Them Engaged

Engagement can be a difficult term to define. We all know that engaged workers are good; the research repeatedly corroborates that fact. Imagine when you worked for an employer who kept you engaged. (Or maybe you still work for this employer; if so, good for you!) You probably were a lot more intrigued by your work and a lot more creative. 

  • Over 80% Of Workers are More Engaged When Communication is Clear
  • Engaged Workers Lead to Increased Profitability 
  • Disengaged Employees Actually Cost Employers 

The problem, however, is that engagement can be difficult to define. What might be hyper-engaged for one employer may be lackluster for another. This is certainly an issue. However, we do have some idea of what engagement looks like for most workers. 

Give Them Time Back

Time and time again, university faculty members are learning what their most precious resource is…. And it’s time! This makes sense. No one enjoys feeling like they’re spread too thin, and that’s especially true for faculty members. Research consistently demonstrates that giving faculty members more time lets them think outside the box, get more strategic, and problem-solve. Again, not a huge surprise. People tend to be able to think ahead when they’re not trying merely to keep up with their work. 

Help Them Identify Problems

The age of “punch-in and punch-out work” is gone for many of us. It never existed for faculty members, regardless. To be successful, faculty members aim to have a real impact on their students and drive student outcomes. That’s a hard task!

Some quick stats on student engagement.

  • Over 90% of Teachers Say Student Engagement is a Key Stat in Predicting Outcomes
  • Disengaged Students Are More Likely to Produce Subpar Work
  • Disengaged Students Are More Likely to Be Absent

While the research suggests that a good professor can be a life changer for students, many students simply aren’t getting this level of care. The reason why is pretty simple; faculty members are dealing with more and more responsibilities, larger and larger class sizes, and more dynamic learning environments. It’s no wonder that faculty members are struggling to identify what students are at risk and are incapable of getting out in front of these at-risk students. They just don’t have the time and mechanisms to identify at-risk students and handle all of their administrative duties simultaneously.

Turn to Instructional Connections

At Instructional Connections, we understand that a university faculty member’s time is precious. Institutions of higher learning need to effectively maximize their university faculty to drive results and empower their students, but often, these institutions just don’t have the resources and time to do so. To help alleviate this problem, turn to Instructional Connections.

Our virtual teaching assistant model gives your faculty qualified, expert Instructional Connections academic coaches to help assist with their day-to-day needs. Depending on the course, the faculty member, and the institution, our academic coaches are able to assist with a number of different tasks.

Teaching is one of the most important and impactful vocations in our society; ensure that your faculty members are equipped to do it well with the help of an academic coach! 

Contact Instructional Connections Today!

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How Your Academic Coach Can Improve Student Outcomes

Academic Coach Can Improve Student Outcomes

Higher education is a great opportunity. A positive higher education experience sets students up for a successful postgraduate experience, and studies routinely show that college graduates are more likely to be successful in terms of finance, mental health, and life satisfaction. 

However, not every student attending a class is automatically guaranteed success. Struggling students are not rare. A host of issues can negatively impact student outcomes. Everything from poor secondary education to trouble at home. Researchers have poured over how to improve student outcomes, and there is a lot of data about how to best intervene with a struggling student. Unfortunately, the larger, macro-cosmic forces like access to education and student background won’t be solved overnight. 

However, that doesn’t mean you can’t leverage Academic Coaches, Virtual Teaching Assistants, or virtual TAs to improve student outcomes in your online, asynchronous classroom! While various factors impact student outcomes, focusing on what you can control is a great way to improve the lives of your students. The good news is that there is a proven way to help! Academic Coaches are a great way to plan your online classes for success and create a solid learning environment! 

Read on to Learn More About How Academic Coaches Can Improve Student Outcomes

Academic Coach Benefit 1: Saving You Time

Let’s face it; faculty members have busy schedules and must juggle multiple competing priorities. This is just a fact of life, and most faculty members have learned to accept the fast pace of teaching. However, these intense schedules can still have negative consequences for students. When moving from task to task as a faculty member, you can’t stop and focus on students who might need additional help or referral to other resources at the university. Using an Academic Coach to free up more routine maintenance tasks allows you actually to dive deeper into student outcomes. 

Who needs more attention? Who isn’t getting challenged by the coursework? Who isn’t living up to their potential? Without an academic coach, important questions like this would be lost amid all of the hustle and bustle of teaching. However, by utilizing an academic coach, you are able to set aside time and focus on improving student outcomes, not just completing tasks. 

Academic Coach Benefit 2: Personalization

Your academic coach will likely spend more time on day-to-day tasks. They often can monitor discussion threads and grade assignments per a detailed rubric. As mentioned previously, this helps free up a good deal of time for you as a faculty member. However, an Academic Coach may also provide insight into how each student is faring. After all, the Academic Coach will see their coursework and interact with them. This isn’t to say that faculty members are incapable of personalization. 

Academic Coach Benefit 4:  Identifying Areas For Improvement 

A student who needs additional help or practice doesn’t just walk into class with a sticker on their back announcing it. A good faculty member can often spot the warning signs of a student struggling, but it is often easier said than done, especially in the online environment and if the class has a larger enrollment. An Academic Coach or Virtual TA usually handles the more immediate student coursework. This could vary from class to class depending on each faculty’s preference, but grading assignments per the rubrics, moderating online discussion threads as directed by the faculty, and responding to student questions are all common Virtual TA questions. These are also exactly the activities where potential areas for improvement first present themselves. A seasoned faculty member might notice that any given student needs more attention or practice after a few lectures or an exam. A virtual TA can probably tell within one or two assignments if one student needs extra help. And once you have identified areas for improvement, you can…

Academic Coach Benefit 5: Early Intervention

Knowing which students are lagging behind or at risk is helpful, but it can be difficult with a full course load to address as a faculty member. Virtual TAs and academic coaches don’t just give faculty members time back. The Academic Coach can report to the faculty any potential at-risk students during the weekly conference calls between the faculty and Academic Coaches.  This allows the faculty to get directly involved with the students, and identify potential interventions for the student.  This creates the team dynamic of teaching an online course; instead of the faculty having to be the sole support for students within the online course, there is an additional layer of support from the Academic Coach. 

Improve Student Outcomes With Instructional Connections

Your students may benefit greatly from an Academic Coach that can provide them with an additional layer of support within your online, asynchronous courses.  Turn to Instructional Connections for your our Academic Coach Model.

All of our Academic Coaches are…

  • Master’s Degree prepared in Their Field/Subject Area
  • Fully Vetted and Background Checked
  • Entirely Remote, located across the US
  • A Key Source of Term-Long Support for the assigned course

Fill Out the Contact Form Below to Get in Touch Today!

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July 23-26, 2023: DLA’s Annual Conference in Jekyll Island, GA

July 23-26, 2023, DLA2023 will be held at the Jekyll Island Club Hotel, in Jekyll Island, Georgia. The DLA symposiums are specifically designed for those involved or interested in the administration, management, planning, and evaluation of distance learning programs.

The Distance Learning Administration Conference is sponsored by the Online Journal of Distance Learning Administration and The University of West Georgia.

Please make sure to follow us on Twitter @iConnectNA

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Research

IC Research Grant Abstracts 2023

Engaging Students in Online Learning

IC Research Abstracts 042023

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Everything Virtual Teaching Assistants and Faculty Need To Know About Online Students

Online Students working in online education

By 2027, the number of online learning users is expected to reach 57 million. As schools transition to online education, educators must understand the type of students they will encounter. Unlike traditional classrooms, virtual classrooms are filled with learners from various backgrounds with different life experiences, academic levels, and technological abilities. 

If you are a virtual teaching assistant, you must answer questions, provide feedback, and offer guidance on coursework. Your personalized approach can help students feel more connected to the course and motivated to succeed.

Let’s explore some key considerations that virtual teaching assistants and faculty should consider when dealing with online students.

Characteristics of Online Students

Self-Motivated and Disciplined

They are committed to their academic goals and can stay focused on their studies without external supervision. They also take responsibility for their own learning and proactively seek help when needed.

Strong Time Management Skills

Online students need to be able to manage their time effectively, as they often juggle multiple responsibilities. They need to be able to prioritize their studies, meet deadlines, and allocate time for other personal and professional commitments. Successful online students can create and stick to a schedule that works for them.

Tech Savvy

Students can easily navigate online learning platforms, use various digital tools and resources, and communicate effectively through digital channels such as email, video conferencing, and discussion forums.

Challenges Faced by Students in Online Learning

Technical Difficulties

Students may face issues such as slow internet connectivity, computer problems, and software glitches. Technical difficulties can disrupt their studies and cause them to fall behind on coursework.

Tight Schedule

Online students often manage multiple responsibilities such as work, family, and social commitments. Poor time management can lead to missed deadlines, incomplete assignments, and poor grades.

Feelings of Isolation

Online students may feel isolated and disconnected from their peers and instructors. They may miss the social interaction and support that comes with traditional classroom learning.

Balancing Personal and Academic Responsibilities

Students may feel overwhelmed by the demands of their coursework and personal lives.

Strategies for Engaging Your Online Class

Set Clear Expectations and Instructions 

Online students need clear expectations to stay on track and avoid confusion. As an instructor, you can provide clear instructions and expectations for assignments, quizzes, and exams. 

Use Interactive Technology Tools 

Consider using interactive videos, virtual whiteboards, and online quizzes to keep students engaged and motivated.

Encourage Collaboration and Discussion

Take advantage of online discussion forums or group projects so they can stay engaged and motivated throughout the course.

Improve Online Education With Instructional Connections

Virtual teaching assistants and faculty must foster a supportive and inclusive learning environment to create a successful learning experience for all students. At Instructional Connections, we serve more than 50,000 students at over 50 universities, adapting to various types of educators and online students. 

Our 14 years of industry experience have enabled us to create a diverse approach for various students who chose online education over in-person classes. To learn more about our diversified approach and virtual assistant teaching model, send us a message or call us at 888-221-2418.

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5 Online Learning Challenges and How to Overcome Them

Online Learning Challenges and their fixes

Despite the popularity of online learning, it’s not for everyone. While online learning offers flexibility, convenience, and access to a broader range of courses, it also presents challenges for virtual teaching assistants, professors, and students. Let’s explore the everyday challenges of online learning and strategies to overcome them.

Online Learning Challenges Experienced by Students

1. Technical Difficulties

It’s common for students to experience frequent technical issues during online learning. These technical issues can range from poor internet connection to malfunctioning hardware or software, which can cause delays and disruptions that make it difficult for students to follow the lesson plan and complete their assignments on time.

One strategy to manage technical difficulties is ensuring students have access to reliable technology, including a good internet connection, up-to-date hardware and software, and adequate technical support. It is also helpful for faculty to provide professors and students with clear guidelines and resources for troubleshooting technical issues.

2. Time Management and Staying Motivated

Online learning requires self-discipline and time management skills. Without the structure of a physical classroom, it can be challenging for students to stay on track and avoid procrastination. Aside from that, the lack of face-to-face interaction with professors and peers can lead to feelings of isolation and demotivation.

To help improve time management, professors should provide students with a clear schedule and expectations for coursework and assignments. Professors can also encourage students to create their own daily or weekly schedule that includes time for coursework, assignments, and other responsibilities. Another option is to establish regular check-ins to support and give students accountability.

To stay motivated in online learning, professors and students should set goals, establish a daily routine, stay connected with peers, take regular breaks, and celebrate achievements. These strategies provide direction, structure, support, and positivity to help overcome the challenges of virtual education and stay engaged throughout the learning process.

3. Students Being Left Behind

Distance learning can also pose a challenge for students who struggle to keep up with the course pace, particularly those with learning disabilities or diverse learning styles. In-person support from professors isn’t always available in online courses, which further accentuates these challenges.

To avoid students getting left behind, professors can provide additional resources and support for struggling students. This can include tutoring services, online resources, or small group sessions.

4. Distractions Everywhere

Many distractions can interfere with studying and learning. Social media, email, and other online platforms can quickly distract students from their coursework and make it challenging to stay focused.

Professors should set clear guidelines for online behavior during class to overcome distractions – like turning off devices and avoiding certain websites. Encouraging a dedicated study area and using productivity tools like apps or browser extensions can also aid their focus.

5. Socializing With Peers

The lack of face-to-face interaction with professors and peers can lead to feelings of loneliness and disconnection, which tends to happen with students who thrive on social interaction.

Professors should facilitate opportunities for students to collaborate and connect with peers, including online forums or discussion groups, virtual study groups, and group assignments. Regular office hours, social activities, and community-building exercises can foster these connections.

Simplifying Online Learning With Instructional Connections


Online learning challenges are common among students. By understanding the challenges and implementing strategies to overcome them, professors and students can successfully navigate online learning environments.

At Instructional Connections, we understand these challenges and do our best to simplify the online learning experience. We offer a unique Academic Coaching Model that provides universities with student-centric and faculty-centric support. Our services are designed to address the needs of universities facing the 21st-century demand for online degree programs and courses.

Let us help you overcome these challenges. Call us at 888-221-2418 or contact us through our website.

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Common Problems Students Face in Online Learning

Online Learning on a laptop

Distance learning is not a new concept. However, as it has become an increasingly popular teaching method over the years, many issues in the virtual classroom have come to light. Adapting to a new teaching method can significantly impact the way in which students learn, and given that many students are still opting to take remote classes, it’s important that we continue to address the issues that impede student development. 

In this article, we examine some obstacles that make online learning difficult and offer solutions to solve them faster.

Online Learning Issues and Possible Solutions

Professors and their virtual teaching assistants can help students smoothly transition from in-person to virtual courses if they consider the following challenges.

Distractions

Since students are not in an actual classroom, distractions are unavoidable. Additionally, students don’t typically have the same level of privacy they had at university because they often share the house with the rest of their family, so concentrating can become difficult.

The best solution to this problem is to create a schedule with family members. Students should let their families know when they need a quiet study room to follow the class lecture in peace.   

Low Motivation

People are generally very active and sociable and need communication with colleagues to remain productive. Therefore, isolation in a virtual classroom affects motivation, which may result in procrastination.

To overcome this issue, the best solution is for professors or virtual teaching assistants to continue creating schedules or to-do lists that encourage students to keep going and not abandon the work. Also, it is necessary to carve out time for students to keep in touch with their colleagues. Hosting workshops or study meetings is a great way to encourage students to collaborate on their homework.

Technical Problems

When online learning began increasing in popularity, connecting to Zoom or Google Meetings proved challenging, as these platforms were underdeveloped for such a massive shift. Students and professors faced various technical issues and problems that often prolonged class time.

Besides always looking for trustworthy platforms and ensuring students have a reliable internet connection, there isn’t much that can be done regarding technical issues. However, when these issues arise, it’s important for students to contact their professors immediately to ensure they can follow the lecture as seamlessly as possible. 

Poor Interaction = Boredom

Upon transitioning from an actual classroom to a virtual one, students often report feeling bored or less interested in the subject due to decreased interaction with professors and peers. Additionally, students are typically required to complete their assignments independently instead of collaboratively in a virtual environment, further contributing to poor peer interaction.

Although professors always remain available for their students, the motivation for students to keep up with deadlines slowly decreases over time, and the syllabus becomes difficult to follow. One solution to this problem is for students to initiate open discussions with their peers to share ideas and offer constructive feedback on assignments. 

Teaching Assistants Help Overcome Remote Learning Obstacles

Teaching assistants have slowly become integral to any classroom, especially virtual ones. At Instructional Connections, we have helped over 50,000 students in more than 50 universities meet their learning goals online and gain the knowledge to develop their studies further.

To learn more about what our team can do for you, feel free to reach out to us – we’re always happy to help!

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P.O. Box 223696,
Dallas, Texas 75222-3696

Phone: +1 888-221-2418
Fax: +1 877-663-3439
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