Online Learning Manifesto
In today’s world, online learning is becoming more widely accepted and utilized in formal, informal, and nonformal education spaces. The rapid growth of online learning can be attributed to a magnitude of reasons, including but not limited to: safety, accessibility, affordability, and preference. Colleges and universities switched to modes of online learning during the COVID-19 pandemic for public health and safety. Online courses make education more accessible and affordable to students with disabilities, students in different places across the world, and students in low-income circumstances. Online courses for higher education is a more affordable alternative to traditionally in-person higher education courses. However, it can also create unique obstacles for students in low-income circumstances, such as accessibility to technology. My experiences as both an undergraduate student during the COVID-19 pandemic and in my current online graduate program have shaped my beliefs about online learning. I believe online learning is a different mode of learning that should not try to fit into the traditional in-person learning modality. The success of online learning relies heavily on the student’s motivation to engage with the content and their commitment to learning. Online learning transforms traditional learning frameworks by positioning the teacher as a facilitator or guide and offering students their autonomy within the online classroom (Bouchrika, 2026).
Design Makes or Breaks Online Learning Experiences
Meaningful learning can occur in both in-person and online education spaces and one is not better than the other. However, the platform in which the learning occurs is important to consider when designing a learning experience. Online learning should not be an attempt to re-create or replace in-person education simply on an online platform. Like traditional in-person learning experiences, online learning has unique advantages and disadvantages to the modality. I speak from experience; I was in my first year of undergraduate art school at the beginning of the COVID-19 pandemic. Like other institutions, my college switched to online learning in March of 2020. I faced many challenges, primarily because my professors were simply trying to re-create the in-person experience in an online environment. The art courses required a certain physicality that was missing from online spaces. I remember having to draw large-scale drawings in my bed, painting and bookbinding on my floor, and sitting through six-hour zoom classes. I did not have the space or materials I needed to get the most out of my education. In truth, my poor experiences were not at the fault of my professors. I believe they were doing the best that they could in such a difficult situation with little to no preparation. This experience drastically differs from graduate school where I am obtaining my masters in learning experience design solely through online education. My professors are utilizing the advantages of online learning by presenting information in different formats and utilizing tools and programs that were only accessible online. If I had taken the same courses in-person with the same professors, the learning experience would change drastically. This is not because the content or even pedagogical strategies would change, but because of the unique differences of the traditional modality.
The Role of Student Motivation in Online Learning
Another stark difference from my first experience with online learning to my present-day experience is my motivation to engage with the content and my commitment to learning. I generally struggle with online learning because I have Attention Deficit Hyperactivity Disorder (ADHD), and often have difficulty with motivation. All learning, regardless of modality, is only effective if the student has motivation to learn. However, in my experience, it can be especially difficult to maintain motivation in online learning spaces. When my college switched to an online platform, I struggled maintaining my motivation for a variety of reasons. It was difficult to work on projects because of the issues previously outlined, my mental health deteriorated from being quarantined and the terrible things going on in the outside world, and because for the first time in my life, I was solely responsible for my own learning. In online graduate school, however, I am more motivated to learn. My courses are specifically designed for the online modality, my mental health is much better (though the state of the world is not), and I am more responsible for my learning. I may still struggle with procrastination and wait until the last minute to do assignments, but I am more interested in learning than ever before. Therefore, my experience of obtaining my master’s degree has been far more meaningful. Motivation and interest plays a key role in successful online learning experiences.
Autonomy in Online Learning
As mentioned previously, online learning requires students to be more responsible for their own learning, especially in asynchronous courses with no set meetings. This offers unique challenges, as outlined above, but is ultimately beneficial to the learner. Online learning offers students autonomy over their time and learning experiences (Bouchrika, 2026). It frames the professor as a guide in learning, opposed to the commanding officer such as in traditional forms of banking method of education, which Freire (2005) defines as when “...the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat” (pg. 72). When learners experience education that is free from Freire's (2005) banking method, and have autonomy over their learning, they can use learning as a tool for social liberation. The digital space of online learning provides tools, environments, and networks that can help learners in becoming conscious and examine societal inequities by involving them in their own learning from a position of agency (Morris & Stommel, 2018). This process of conscientization allows learners to critically reflect on their current circumstances and realize they are able to take control over their own life (Meriam & Bierema, 2013).
Conclusion
Online learning is rapidly growing in formal, informal, and nonformal education spaces. It is not a replacement for traditional in-person learning, but rather an alternative that can offer valuable learning experiences. It is more accessible and affordable, and as shown during the COVID-19 pandemic, is safer during emergency circumstances. It is essential for online students to have motivation to learn and commit to education. This is because online learning, especially asynchronous modalities, requires responsibility. This responsibility gives learners autonomy over their education and allows them to shape their experiences.
References
Bouchrika, I. (2025). 50 online education statistics: 2025 data on higher learning and corporate training. https://research.com/education/online-education-statistics
Freire, P. (2005). Pedagogy of the oppressed. The Continuum International Publishing Group Inc. https://fsi-ebcao.princeton.edu/sites/g/files/toruqf1411/files/media/freire.pdf
Merriam, S. B., & Bierema, L. L. (2013). Adult learning : Linking theory and practice. John Wiley & Sons, Incorporated. https://ebookcentral-proquest-com.proxy1.cl.msu.edu/lib/michstate-ebooks/detail.action?
Morris, S. M., & Stommel, J. (2018). An urgency of teachers: The work of critical digital pedagogy. Pressbooks.
