Effective online teaching is more than sharing course materials. It involves creating an environment where students feel connected, understand expectations, and can apply what they learn.
At Excelsior University, many students balance their education with professional and personal responsibilities. Understanding how adults learn, and applying intentional teaching strategies, can help faculty create meaningful and supportive online learning experiences.
Understanding How Adults Learn
Adult learners bring valuable experiences, established goals, and different perspectives to their education. Malcolm Knowles’ principles of adult learning (andragogy) offer a useful framework for understanding what motivates them and how faculty can support their success.
Relevance
Explain why a concept matters and how it connects to students’ personal or professional goals.
Experience
Encourage students to draw on their existing knowledge and experiences.
Autonomy
Provide opportunities for choice and independent thinking when appropriate.
Practical Application
Connect learning to realistic challenges, decisions, and situations.
Internal Motivation
Recognize progress, build confidence, and emphasize the value of learning beyond a grade.
In practice: Rather than asking students to summarize a leadership theory, invite them to describe a workplace challenge and explain how the theory might help them address it.
These principles describe common adult-learning preferences, not characteristics shared equally by every student. Clear guidance and support remain essential.
Principles of Effective Online Teaching
Successful online learning combines purposeful instruction with meaningful interaction. Faculty can strengthen the learning experience by focusing on five practices.
01 | Make Learning Relevant
Connect course concepts to professional situations, real-world challenges, and students’ existing experiences. Help students recognize why the material matters.
02 | Encourage Active Learning
Move beyond passive reading and viewing. Use discussions, case studies, reflection, and problem-solving opportunities to encourage students to apply and evaluate what they learn.
03 | Establish Faculty Presence
Maintain regular communication, participate meaningfully in discussions, and provide encouragement. Students should know their instructor is engaged and available to support their learning.
04 | Communicate Clear Expectations
Reinforce learning outcomes, assignment requirements, deadlines, and expectations. Use consistent communication to help students navigate their coursework confidently.
05 | Support Inclusive Participation
Recognize differences in student experiences, preparation, and technology needs. Use accessible materials, clear instructions, and respectful communication to support participation.
Putting Pedagogy into Practice
Effective teaching does not always require major changes. Small adjustments to how faculty communicate, facilitate discussions, and connect course material to real-world situations can make learning more meaningful.
Common Approach
Asking students to summarize a reading.
Take It Further
Ask students to apply a key concept to a workplace or real-world situation.
Common Approach
Posting an announcement that only lists deadlines.
Take It Further
Explain what students will learn, why it matters, and what they should focus on.
Common Approach
Asking, “Do you agree with this theory?”
Take It Further
Ask students to defend a position, provide evidence, or consider an alternative perspective.
Common Approach
Providing general feedback such as “Good job.”
Take It Further
Identify a specific strength and suggest one actionable improvement.
Common Approach
Waiting for students to request assistance.
Take It Further
Reach out supportively when participation or performance changes.
Reflecting on Your Teaching
Effective online pedagogy is an ongoing practice. Consider these questions as you facilitate your courses:
Make Learning Relevant
Do students understand how course concepts connect to their goals or professional lives?
Engagement
Are students actively applying knowledge rather than simply consuming information?
Faculty Presence
Am I communicating consistently and participating meaningfully?
Clarity
Do students understand expectations and how their learning will be evaluated?
Student Support
Am I recognizing opportunities to provide additional guidance or encouragement?
Inclusive Learning
Am I supporting meaningful participation for students with diverse learning needs?
Autonomy
Am I providing opportunities for students to make choices and take ownership of their learning?