Online Learning and My Journey as an Educator

Since the onset of COVID-19, the educational landscape has dramatically changed, forcing both students and teachers to adapt in ways that had never been anticipated. The shift to online learning exposed disparities in educational access and engagement. As families around the world questioned the effectiveness of virtual education, the focus should have always remained on learning—how it happens, where it happens, and why it’s essential for everyone involved. These disparities are addressed by scholars like Bayne et al. (2020), who emphasize the importance of creating a purposeful, human-centered online learning experience. Reflecting on my own journey, I can see how the pandemic disrupted traditional education, but also how it allowed me to explore creative and innovative ways to teach online, growing in ways I never imagined.

My Take on Learning

Learning is a responsive and dynamic process. It involves the interaction between an individual and their environment, where stimuli, feedback, and experiences shape our knowledge and skills. McLeod (2023) describes this process as one where learning takes place through our senses, and our brain processes this information, leading to memory formation. The theory of Information Processing, outlined by Atkinson and Shiffrin, profoundly shifted how I understand learning. The idea that information enters through sensory input, gets consolidated into memory, and is then processed through rehearsal highlights how learning isn’t just a passive act but a continual interaction with our surroundings. This is essential in the digital age, as students now process information differently, especially in online environments, where the sensory experiences are mediated by technology.

The Elephant in the Room: Online Learning

Reflecting on my experience, I remember the moment in August 2020 when I relocated from Detroit, MI to Chicago, IL, ready to begin my student teaching internship, only to be told that I would have to teach everything online. At the time, I wasn’t sure how it was going to work. I had doubts about online teaching and whether students would truly learn in such an environment. However, as I embraced the challenge, I learned to adapt. As Bayne et al. (2020) discuss, teaching online requires both flexibility and a strong sense of community. My mentor teacher handled the situation with grace, laughing off technical difficulties and encouraging a positive outlook. This resonated deeply with me, as I started to realize that online teaching, though vastly different from the traditional classroom, still offered rich opportunities for creativity and connection.

I adapted by transforming everyday objects in students' homes into learning tools—shoes as math manipulatives, lipstick as makeshift markers for writing words, and even virtual escape rooms when engagement waned. This creativity, which was so essential to keeping students engaged, worked. The importance of this approach echoes Pacansky-Brock’s (2020) advice to “humanize” the online experience. She emphasizes the need for a personalized, interactive approach that acknowledges students’ individual contexts. Even in an online setting, it is crucial to build relationships and ensure that students feel part of a community. That’s what helped us succeed in one of the most challenging years for educators and students alike. When learning became hybrid, we continued to adapt, overcoming challenges with a flexible mindset.

Por que no las dos? (Why not both?)

As an adult learner, I can attest to the benefits of online education. The flexibility it offers has allowed me to balance my career and life commitments with my academic goals. Yet, despite the convenience, I’ve found myself longing for in-person connections—something that online learning often lacks. Hrastinski (2008) discusses the difference between synchronous and asynchronous learning, explaining that while asynchronous learning offers flexibility, it can often lack the social connection that synchronous interactions provide. I miss the energy of bouncing ideas off classmates and the collaborative environment that was a hallmark of my college days.

The isolation of online learning can sometimes create a sense of disconnection. As Berkman Klein Center’s Digital Citizenship+ platform (n.d.) points out, digital citizenship is about fostering a sense of belonging and participation in an online community. This is something that often gets lost in the purely digital space, where students may feel like isolated learners, rather than part of a larger collective. I yearn for a balance between both worlds—online flexibility and in-person interactions. The recent shift to online spaces, while necessary, has also highlighted how vital human connection is in the learning process.

The Future of Online Learning

Looking ahead, I believe that the future of online learning cannot be solely digital. As Pacansky-Brock (2020) and Bayne et al. (2020) suggest, humanizing online education is critical. Technology should never replace the core elements of human interaction—collaboration, empathy, and community-building. As much as online learning offers convenience and flexibility, it lacks the social interactions that are fundamental to both personal and professional growth. In the workplace, just as in schools, it is crucial to develop social skills and emotional intelligence. We cannot learn solely in isolation or behind a screen. The need for balance is essential—combining the flexibility of online learning with the social richness of in-person interactions.

Ultimately, a hybrid model of education could be the future, one that allows learners to engage at their own pace and convenience, while still fostering meaningful connections with peers and instructors. This balanced approach, as I’ve learned through my own experiences, is not only possible but necessary. Both the online and in-person elements have unique strengths, and the future of learning will thrive when we acknowledge and integrate both.

Conclusion

Online learning, especially in the context of a global crisis, has taught me many valuable lessons. It has required me to be creative, flexible, and resilient. At the same time, it has shown me the importance of human connection and collaboration in the learning process. As we move forward, we must not forget that the heart of education lies not just in content delivery, but in fostering relationships and building communities. By integrating the best of both online and in-person learning, we can create an educational experience that is truly responsive to the needs of students, educators, and the world at large.

References

Asynchronous and synchronous e-learning opens in new window. Educause quarterly, 31(4), 51-55. 

Bayne, S., Evans, P., Ewins, R., Knox, J., Lamb, J., Macleod, H., O'Shea, C., Ross, J., Sheail, P., & Sinclair, C. (2020). The manifesto for teaching online opens in new window. MIT Press. 

Berkman Klein Center. (n.d.). Digital Citizenship+ Resource Platform opens in new window. Harvard University. Hrastinski, S. (2008). 

Challenge Innovate Grow: Teacher & Learner Centre. (2021, March 15). Information processing theory [Video]. YouTube. https://www.youtube.com/watch?v=ENzV7nVLuhk

Freeman, Brooke. (2011, July 29) Old El Paso Hard and Soft Tacos - Little Girl. YouTube. https://www.youtube.com/watch?v=vqgSO8_cRio

McLeod, S. (2023, June 14). Classical conditioning: How it works with examples. Simple Psychology. https://www.simplypsychology.org/classical-conditioning.html

Pacansky-Brock, M. (2020). How to humanize your online class, version 2.0 opens in new window [Infographic].