Every student brings a unique background.
Acknowledging this early builds trust and motivation. I
begin by asking students about their academic history,
reasons for enrolling, and family life. This helps me offer
support that aligns with their circumstances.
Checking in on personal matters during later
conversations reinforces that I see them as individuals,
not just participants. These simple acts backed by Tintoʼs
(2007) research, build rapport and signal that their
journey matters.
Personalise the Learning
Experience
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Adult learners are driven by relevance. They want to
understand how theory applies in practice. Following
Knowlesʼ (1984) adult learning theory, I regularly link
course content to my professional experience.
Connect Learning to
Real-World Practice
Some examples of personalisation I use are:
If a student has children, I might ask, “How are the
kids doing?” during school holidays, recognising
their dual responsibilities.
If a student mentions health or personal struggles, I
follow up in the next conversation, offering care
and continuity.
To connect academics to real-world, I have tried the
following strategies:
While teaching inclusive education, I described how
I adjusted a lesson for a student with learning needs
and what that achieved, explaining both the
decision-making process and its impact on the
learner.
When covering school-family partnerships, I explain
how I supported a family through a crisis to
emphasise the value of empathy in education.
Motivating learners in an online environment takes more than well-designed
content. It requires intentional, human-centred facilitation that helps students
feel supported, seen, and confident in their progress. As an online
facilitator who provides guidance, support, and meaningful learning
experiences, I have found that combining strong relationships with
practical strategies, grounded in educational research, makes a
real difference in how students stay engaged.
Here are five ways I actively support online learners and why these
methods are effective, based on both professional experience and relevant
educational research.
Motivating Students
in Online Learning:
5 Evidence-Based Strategies That Work
Article by
Kerry Neander
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Provide Clear and
Constructive Feedback
3 5
Celebrate Progress and
Small Wins
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Without the structure of a physical classroom, students can
lose momentum. I introduce routine by helping them break
tasks into smaller steps and setting weekly goals.
Create Routine and
Accountability
To maintain focus, I often:
Suggest timelines like: “Try to post your discussion
by Thursday and begin the assignment draft over
the weekend.”
Offer reminders and checkpoints for larger tasks to
make the workload manageable, especially for
larger assignments, so that progress feels
achievable and less overwhelming.
Here are a few examples of my feedback approach:
For a well-organised lesson plan missing
differentiation, I commend the structure, then suggest
ways to meet diverse learner needs.
For students returning after a study gap, I emphasise
their progress and potential, helping rebuild
academic confidence.
Feedback is a key motivator, especially when itʼs timely,
specific, and focused on improvement. I aim to highlight
strengths while offering actionable suggestions for
growth.
This aligns with Hattie and Timperleyʼs (2007) model,
which stresses feedback should address: Where am I
going? How am I going? Where to next?
To motivate students I often
Highlighting specific efforts, such as: “Youʼve
submitted a particularly detailed and thoughtful
assignment. This shows real growth in your
understanding of the topic.”
Acknowledging consistency and resilience shows that
small steps matter, especially when life gets in the way
by saying something like, “Itʼs impressive how youʼve
stayed committed despite your workload. Thatʼs a
real achievement,” during our conversations.
Recognising progress, especially among students
balancing work and family, is vital for motivation. I make a
point of acknowledging effort and achievement in every
conversation.
This validation boosts confidence, keeps students
engaged and remind students that their hard work is
seen and valued.
This scaffolding builds self-regulation skills that are
essential for online learning, especially for those still
developing independent study habits
(see Zimmerman, 2002).
Online learning certainly presents challenges,
but with thoughtful, student-centred strategies,
it can also be transformative. By personalising
the learning experience, linking theory to
real-world practice, providing meaningful
feedback, offering structure, and celebrating
progress, educators can create online
environments that are both engaging and
empowering.
Disclaimer: The views expressed in this article are those of the author
and do not reflect the views, policies, or positions of LINC Education,
its affiliates or its employees.
Final Thoughts
Quick Summary: Five Strategies to Keep Online Learners Motivated
References
Hattie, J. and Timperley, H., 2007. The power of feedback. Review of Educational Research, 77(1), pp.81–112.
Knowles, M., 1984. The adult learner: A neglected species. Houston: Gulf Publishing.
Tinto, V., 1997. Classrooms as communities: Exploring the educational character of student persistence.
The Journal of Higher Education, 68(6), pp.599–623.
Zimmerman, B.J., 2002. Becoming a self-regulated learner: An overview.
Theory into Practice, 41(2), pp.64–70.
Personalise the Learning
Experience
Strategy
Key Actions Why It Works
Ask about personal goals, family,
follow-up in check-ins
Share practical examples; relate
theory to real-life contexts
Builds trust and makes students feel
valued
Increases relevance, especially for
adult learners
Give timely, specific,
improvement-focused feedback
Boosts confidence and supports
growth
Set weekly goals; break tasks into
smaller steps
Encourages consistency and
self-regulation
Connect to Real-World
Practice
Provide Constructive
Feedback
Create Routine and
Accountability
Acknowledge achievements, no
matter how small
Enhances motivation and sense of
capability
Celebrate Progress and
Small Wins
linclab@linceducation.com
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