Many skeptics remain hesitant about online education, questioning its quality, credibility and effectiveness. Yet the landscape of virtual learning has transformed dramatically. Expert thought leaders in higher education and ed tech are breaking down misconceptions and revealing how online learning doesn’t just work — it can work better than traditional models.
Let’s explore some common myths about distance learning, the benefits and advantages of online learning, and why today’s technologies are changing the way we perceive and deliver education today.
One of the most persistent concerns prospective students have is whether online education offers the same rigor and quality as on-campus learning. Recent research suggests that well-designed online and blended programs can match or even exceed traditional formats in key outcomes like achievement and satisfaction.
A meta-analysis of studies from the Journal of Educational Technology Research and Development on college students, in blended and online formats, found that technology-enhanced models can produce learning gains that are comparable to or better than face-to-face instruction, especially when online courses are intentionally designed for digital delivery.
Perceptions are shifting as well. In a 2025 online learner and graduate survey by BestColleges, 76% percent of respondents said online education is better than or equal to on-campus learning, and 65% said their current or future employers view online education as better than or equal to traditional options. In fact, many employers now offer paid for or discounted tuition to online schools as a part of their professional development benefits.
Taken together, the picture is clear: Quality now depends more on the institution’s reputation, accreditation, and program design than on whether courses are delivered online or on campus. Working adults and online learners show a growing openness to flexible and online pathways, particularly when they come from accredited, established universities.
Brandon Busteed, executive director of Gallup Education, has described an approaching tipping point where online degrees become broadly accepted as high-quality options and, in turn, help drive enrollment growth. Amy Golod of U.S. News has likewise noted that as online options become more prevalent, they are gaining a reputation as an alternative — but not less prestigious — route to a degree.
The stereotype of the lonely online student staring at a screen is badly outdated. Many experts argue that technology, when used well, can actually enhance interaction and engagement in ways that traditional classrooms cannot.
Adaptive learning — now used by millions of students from kindergarten through college — personalizes education by adjusting content based on each learner’s performance and needs.
Andrew Smith Lewis, co-founder of Cerego, describes his adaptive platform as “flashcards on steroids.” The system uses elements of game design to keep learners in a productive zone between boredom and frustration, which he says leads to higher engagement and completion rates.
Daphne Koller, co-founder of Coursera, explained in a TED talk how course design changes when it’s built for online formats. Rather than relying on a single, hourlong lecture, instructors can break material into short, focused modules of 8 to 12 minutes that each cover a clear concept. Students can move through these units in different ways depending on their background, interests, and goals.
Online platforms also generate rich data about how students learn — data that instructors can use to teach more effectively.
Salman Khan, visionary and founder of Khan Academy, who we’ve highlighted in a past article, describes a new paradigm where teachers have access to detailed information on student performance, much like professionals in finance or marketing rely on data dashboards. That information can help instructors pinpoint where students are struggling in online classes and adjust their engagement to be more productive.
Learning analytics research shows that analyzing patterns in clicks, assignments, and discussion activity can help surface which concepts are most challenging and which strategies lead to better outcomes. A 2025 educational study in the journal SAGE Open highlights how targeted interventions based on learning analytics can improve performance and persistence in online courses.
The result is that instructors can spend less time on routine grading and one-way lecturing and more time on feedback, coaching, and mentoring. As Khan notes in his talks and writings, technology can “humanize” education by freeing up time for the kinds of interactions that matter most.
Far from isolating learners, online education can expand networks. Virtual environments make it possible for students to connect across geographic, linguistic, and cultural boundaries like never before, in ways that are difficult to achieve in a physical classroom.
In interviews, Sebastian Thrun, CEO of Udacity, often points to examples like middle school students in Pakistan taking college-level courses or training centers in Ghana running online programs. These stories underscore how online platforms can open doors to learners who might otherwise have limited access to higher education.
In Koller’s large open online courses at Coursera, she observed that students frequently formed their own study groups — some meeting in person in cities around the world, others organizing virtually by language or shared interests. In one case, participants created a “multicultural universal study group” specifically to connect with learners from different cultures. This is the exciting stuff you can’t replicate in a physical space.
This kind of organic community-building shows how online platforms can unite learners who might never have crossed paths otherwise. Still, meaningful community doesn’t happen by accident. It requires intentional design.
Dr. Sheila Lakshmi Steinberg, a former professor at University of Massachusetts Global and an expert in online community-building, recommends a “place-based” approach that takes into account students’ physical and socioeconomic contexts. Her framework emphasizes varied types of interaction, ongoing opportunities to connect, and a commitment to documenting what works so it can be repeated.
Another common concern among prospective online students is that they’ll be on their own — without tutoring, advising, tech support, or the kinds of campus-based services they might expect in a traditional setting. In practice, many institutions that specialize in online learning have built robust support systems precisely because they know their students are juggling work, family and other responsibilities.
At UMass Global, support is built into the experience. Students can access online writing and math resources, connect with faculty during virtual office hours, and get help from technical support staff when they run into issues. The university’s fully online campus and UMass Global MyPath, our competency-based, self-paced model, are designed for students who need flexibility without sacrificing connection or accountability.
The Wiley/AACRAO “Voice of the Online Learner” report notes that online students place a high value on accessible advising, responsive faculty, and tech support that fits their schedules. If you’re comparing programs, it’s worth looking closely at how each school supports online students: academic advising, tutoring, mental health resources, career services, and technology help — and whether those services are reachable during evenings and weekends when many working adults are studying.
With innovations unfolding across higher education, several trends are shaping where online learning goes next.
Today’s learners don’t just work from laptops at a desk. They check assignments on their phones between meetings, watch lectures on tablets, and submit work from wherever they happen to be.
The previously mentioned “Voice of the Online Learner” report, underscores how central mobile access has become. Most respondents said they expect to engage with coursework on phones and tablets and want platforms that work seamlessly across devices.
The EDUCAUSE student technology studies tell a similar story. A survey from the University of Maryland, for example, found that the vast majority of students use secondary devices such as smartphones to complete academic work, and that device flexibility is tied to perceptions of a positive learning experience. For colleges and universities, this means websites, learning management systems and course materials need to be designed with mobile in mind — not as an afterthought.
Competency-based education, or CBE, is another important shift. Instead of measuring learning by time spent in a classroom, CBE focuses on whether students can demonstrate mastery of specific skills and outcomes.
This approach recognizes that adults bring different levels of prior knowledge and experience. Some can move quickly through material they already know; others need more time and practice in certain areas. CBE structures allow both types of learners to progress at a pace that makes sense for them.
UMass Global has been a leader in this area with its MyPath programs. Chancellor David Andrews has noted that
[CBE] has the potential to reduce the cost for students because the subscription model is an all-you-can-learn model. Essentially, pay one price and if you're a fast learner and can consume the content and develop the content, you can move at your own pace. We've had a lot of success across higher education in 'any time' and 'anywhere' online offerings. The final frontier is 'any pace' and being able to do it at your own time and your own pace is a real advantage.
A 2025 analysis by Rize Education highlights why models like this are gaining traction: students who are working adults, military service members, and caregivers are increasingly drawn to programs that allow them to move faster in areas where they’re strong and focus more deeply where they need extra support.
Benefits of CBE and related models can include greater flexibility, more personalized learning paths, subscription-style tuition and the ability to leverage prior work or training to shorten time to completion. An exciting opportunity for online learning for working adults.
If the myths around online education have given you pause, it may be time to take another look. Recent evidence shows that online learning can deliver high-quality instruction, meaningful interaction, real community, and strong support, especially when programs are thoughtfully designed and backed by institutions that understand adult learners.
What online education requires from you is self-direction, time management, and a willingness to engage. Those are the same skills that pay off in any career.
Not sure? Check out our blog “6 Signs You’re Ready to Conquer the Online Classroom,” to explore what online education requires from you (the same skills that pay off in any career):
At University of Massachusetts Global, we’re committed to designing online experiences that work for real students’ lives. For many students, taking classes online isn’t a compromise — it’s an opportunity. Explore UMass Global's online degree programs for education that fits your schedule or talk to an enrollment coach about online options at (800) 746-0082.
UMass Global offers a wide variety of degree programs for adult learners. Explore your learning options and find a degree that fits you.
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