6 Misconceptions
About Online Learning

For you, I've compiled misconceptions that methodologists of online courses regularly encounter.

Misconception #1

Distance learning will always be a forced and less effective measure compared to offline format.

Arguments:

  • Energy exchange in offline learning is higher. You can approach the teacher during a break and ask a question. Overall, the expert’s personality and enthusiasm for the subject are better felt when separated by a computer or laptop screen.
  • It’s harder to organize networking and interaction among online learners. I’ve heard many times from acquaintances: ‘When I attended offline conferences, I could solve a bunch of issues during breaks: meet interesting people, connect with contractors, find partners. Such rich interaction is impossible online.’
  • Maintaining motivation for online learning is more challenging. For instance, VKontakte conducted a survey of over 1600 respondents and found that 36% of students find it harder to motivate themselves to study remotely.

Reality:

  • Quality online courses can build strong connections among people. Connections that are no less solid than those formed through ‘live’ learning. I’ve worked as a tutor for two years and, during this time, reviewed over a thousand student assignments. Many of them stay in touch with me, even after completing their studies. I know what projects they are working on, what challenges they face. They share their victories and concerns with me. We are friends and communicate despite living in different cities and never having met in person. And this is the merit of online learning.
  • Online learning is more convenient than offline. Modern people are constantly evolving. For example, recently, I started managing a Telegram channel and learned to schedule posts. Before that, I learned for the first time how to create a checklist in Canva. When I need to acquire a new skill, I most often choose online courses simply because I can’t fit such a number of offline educational activities into my busy schedule.

Conclusion:

Whether we like it or not, online learning has already become a part of life. And our task as methodologists is to design it as high-quality as the more familiar offline learning. To do this, we:

  1. Help the expert build an energetic online session (suggest formats, help communicate with the audience to convey enthusiasm for the subject).
  2. Make learning a part of students’ everyday habits. A good methodologist understands that students probably don’t have enough time to listen to 3-hour lectures five times a week. So, we experiment with short formats and come up with interactive elements so that even the busiest person can find time and energy for learning.
  3. Design group interaction so that those who value networking during learning can get it. These can be mastermind groups, working in pairs, team-solving of cases, random coffee, and much more.

We can stand out from competitors by focusing not only on unique content but also on practical orientation and measurable learning outcomes for students.

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