Digitally-mediated learning has become more prevalent than ever, reshaping how education is accessed and experienced. It’s a key part of how we engage with education today. While it offers unmatched flexibility and accessibility, it also brings unique challenges, like staying motivated in a self-paced environment or finding a sense of community online. Through varied experiences, I’ve come to appreciate the benefits of individualized learning that asynchronous, self-paced courses offer. However, I have also recognized significant drawbacks, particularly the challenge of maintaining motivation in what often feels like a solitary environment. In this post, I’ll reflect on my own digital learning experiences, from the positives to the negatives, with a goal to share insights into what makes digital learning effective and where we can still improve by examining both sides.
Defining the Digital Learning Experience
Digital learning encompasses a broad spectrum of formats, each contributing to the versatility of the online learning experience. As detailed in E-Learning and the Science of Instruction (Clark & Mayer, 2024), these formats include tutorials, virtual classrooms, video lessons, educational games, simulations, and virtual reality experiences. Each of these formats offers distinct benefits, and when thoughtfully combined, they can work together to create effective and engaging digital learning environments. These approaches reflect the scalability, consistency, and convenience of digital learning. However, as we will further explore, these aspects risk being ineffective if not implemented thoughtfully.
The Positive Aspects of Digital Learning
Many of my positive digital learning experiences stem from Arizona State University’s thoughtful approach. Having completed courses both in-person and online, I’ve seen firsthand how the flexibility of digital courses can enhance learning. Features such as differentiated methods for presenting material and accessibility tools make the learning environment more inclusive. The freedom to learn on my own schedule proved invaluable, allowing me to balance coursework with other responsibilities. This flexibility not only contributed to my academic success, but also empowered me to take ownership of my learning process, deepening my engagement with the material. While not every course has been perfect, these experiences have provided a unique perspective on the interaction between learning and practice in a digital context. I believe that integrating the positive aspects of digital learning involves defining a clear learning pathway, allowing learners to know what to expect while providing direction on how to progress. Digital learning allows these pathways to be personalized and individualized, congruent with self-pacing.
The positive aspects of digital learning formats are further reinforced and standardized through the principles outlined in the Universal Design for Learning (UDL) guidelines (CAST, 2018). These guidelines offer a framework for creating learning experiences that are inclusive, accessible, and flexible. As detailed by these guidelines, effective digital learning experiences incorporate a thoughtful implementation of video lessons, activities, and interaction to engage diverse learning styles. Digital learning formats, such as video lessons, virtual classrooms, games, and simulations, inherently support the UDL guideline of providing multiple means of representation. Similarly, UDL’s emphasis on multiple means of action and expression complements the dynamic nature of digital learning if students are provided with diverse ways of expressing their knowledge, such as video or written responses. Lastly, providing multiple means of engagement can enhance motivation among learners.
Areas for Improvement in Digital Learning
While we can celebrate the positive aspects of digital learning, we cannot ignore the fact that digital learning has its drawbacks. However, identifying the common obstacles in the implementation of digital learning contributes to the philosophy of continuous improvement. My experience using subscription-based learning platforms like Udemy or Skillshare, where much of the content is pre-recorded and occasionally outdated, lacked a sense of community, direction, or ownership. These platforms can be challenging for learners who thrive on structured support or social interaction. The absence of real-time engagement can cause learners to feel isolated or detached from their learning, which can diminish motivation and retention.
However, these platforms still hold significant value, especially in providing specialized knowledge through video lessons or tutorials. It’s worth considering free options, such as YouTube or university media commons, for those seeking specific expertise without the financial commitment. As instructional designers, it can be beneficial to reflect on the drawbacks of these alternative e-learning platforms to uncover areas of improvement in our own work. As we create modules and material, we can ask ourselves: Is the content too loosely organized? Is there too much reliance on passive content such as videos? Is there enough interaction among peers or between instructors and their audience? These questions are crucial not just for online courses but also for workplace training, where the goal is often to strike a balance between flexibility and structure.
With the many learning tools and platforms in our repertoire, I encourage us all to master the functions or features that empower learners. When designing courses, ensure that there are opportunities for support, such as supplementary resources, and an ability to communicate with an instructor and technical support. Provide learners with ample practice, differentiated methods of completing assignments, and the opportunity to interact with their peers. We can consider integrating more interactive elements such as discussion forums, peer reviews, or group projects that encourage collaboration. These elements can motivate students through their interactions with peers and instructors, and it is essential to integrate these features with mindfulness and intention.
Toward a Future of Engaging Digital Learning
Digital learning holds immense potential for delivering personalized, flexible education, but achieving this requires thoughtful design that emphasizes both engagement and motivation. As technology advances, our strategies must evolve, ensuring that digital learning environments continue to be dynamic, inclusive, and effective for every learner. A future-oriented approach could incorporate emerging technologies like adaptive learning tools that cater to individual learning styles, preferences, and paces, making education more responsive to each learner’s unique needs.
References
CAST. (2018). UDL Guidelines. Retrieved from https://udlguidelines.cast.org/
Clark, R. C., & Mayer, R. E. (2024). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. Wiley.