Making Online Learning
Personal, Practical and
Purposeful
Article by
By Ashley Carey
Online learning can often feel isolating, but it does not need to be. Through my work with pre-service
teachers studying online, I have seen that genuine, person-to-person connection is one of the most
powerful contributors to student success in online learning delivery. A majority of online learners are
juggling study alongside work, family and placement commitments, which makes every interaction with
them an important one. In this article, I reflect on how purposeful, relationship-based support can
transform the online learning experience and help students feel confident and connected in their journey.
Online learners want to feel seen, supported and
connected. In my experience working with pre-service
teachers across both Bachelor and Masterʼs programs
delivered online through LINC Educationʼs unique
one-to-one academic support model, I have found that
student success is most often fostered through authentic
and purposeful relationships. My role is to draw on my
classroom experience to genuinely support aspiring
educators as they navigate the unique challenges of
online study.
Many online students choose online learning for the
flexibility it offers and are studying alongside multiple
personal and professional responsibilities. This makes
every interaction we have with them even more
important. If we want students to stay engaged and feel
supported, we need to show them that we see them as
whole people, not just names on a screen. For example,
The Human Side of Online
Learning
1
Instead of starting immediately with academic checks,
I often ask students about their placement
experiences, challenges, and successes, making sure
to celebrate their achievements.
When students go the extra mile in assessments by
integrating high-quality literature or thoughtfully
connecting content to their experiences, I make sure to
commend their effort. These acknowledgements help
students feel seen, valued and supported.
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It is our responsibility as online educators to ensure
students feel supported, valued and encouraged. This
goes beyond delivering curriculum and marking
assessments. Whether it is a phone call, seminar, email or
one-on-one check-in, every interaction is an opportunity
to build trust and offer meaningful support.
In my experience, the most important aspect is not only
the format of the communication, but also the purpose
and timeliness. Small actions can build confidence, foster
connection and remind students that we are here to
support them on their journey. For example:
One of the most effective ways to build a connection is
by making learning feel close to real life. When I link
course content to my everyday experience of being a
teacher, students engage more deeply. This is where the
real value lies in having an online facilitator with years of
experience in the field students are preparing to enter.
Research supports the idea that learning becomes more
meaningful and motivating when connected to real-world
teaching contexts (Herrington, Reeves and Oliver, 2014).
For example:
Sharing examples from my own teaching, including
attention grabbers, brain breaks and behaviour
strategies, has been highly valuable. These
Building Personal
Connection through
Time-sensitive Outreach
2
Making Learning Feel Real
3
The Value of Individualised
Support
4
A quick phone call during placement, an
encouraging message after submitting a major
assignment or a timely tip shared during office
hours can all make a meaningful difference. These
small actions can positively influence how
pre-service teachers experience their online
learning and support their ongoing engagement.
Providing specific, constructive feedback on an
early draft of an assignment demonstrates that we
are invested in the studentʼs learning process. This
timely support can boost their confidence, clarify
expectations, and encourage improvements,
helping them feel valued and motivated throughout
their studies.
Beyond the classroom, I offer support to students with
Key Selection Criteria advice, interview preparation
and guidance around upcoming units. These areas are
not part of formal assessments of a study unit, but they
are often a priority for students as they plan their
professional path.
Bridging the gap between their current learning and
future goals while reinforcing that we as teachers are
here to support their development as professionals and
not just concerned about their academic performance -
makes the students feel their goals are understood and
valued.
It helps to illustrate how our teaching practice and
pedagogy is a mixture of all the things we have seen,
learned and experienced. I describe it as a Frankenstein
of teaching strategies drawn from mentors, university,
other teachers, professional readings and experience.
This reminds students that they do not have to have
everything figured out right away. Their teaching style
will evolve over time, just as mine did and continues to
do.
The genuine, individualised support offered to students
learning online through teachers like myself at Victoria
University is unique and motivates me to give my best in my
work with pre-service teachers. I did not have this kind of
support during my own studies, and I know how valuable it
would have been, so I aim to offer practical advice,
professional development support, useful career strategies as
well as a sense of optimism to the teaching professionals in
training. For example:
discussions might be brief but for students preparing for
placement in primary schools, they are incredibly
practical and psychologically reassuring.
Teaching has always been a relational profession; this does not change because we are working online. In fact, strong
relationships are often even more important in online learning, where students are more likely to feel disconnected. As
Kebritchi, Lipschuetz and Santiague (2017) explain, building meaningful instructor–student relationships is an essential factor
in addressing feelings of disconnection and promoting student success in online learning environments.
Our students need to know we care, not only about their learning, but about their journey as future teachers. As online
educators, we have the chance to shape that journey in powerful ways by connecting with care, honesty, and empathy.
Throughout my work as a teacher and online educator, I have seen the difference that a true human connection can make.
Supporting pre-service teachers and helping them grow into confident educators is one of the most rewarding parts of what
I do. I am proud to walk alongside them as they step into this profession.
Herrington, J., Reeves, T.C. & Oliver, R., 2014. Authentic learning environments. In: J.M. Spector et al., eds. Handbook of
Research on Educational Communications and Technology. 4th ed. New York: Springer, pp.401–412.
Kebritchi, M., Lipschuetz, A. & Santiague, L., 2017. Issues and challenges for teaching successful online courses in higher
education: A literature review. Journal of Educational Technology Systems, 46(1), pp.4–29."
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
Short Overview: Enabling Personal, Practical and Purposeful Online
Learning
Human Connection
Theme Key Insight Impact
Relationships drive
online learner success
Small, well-timed actions
matter
Builds trust and belonging
Boosts confidence and
engagement
Linking content to practice
deepens learning
Makes learning practical
and less intimidating
Personalised support
extends beyond
curriculum
Supports holistic
development and
motivation
Timely Support
Real-life Relevance
Individualised
Guidance
Illustration
Ask about placements,
praise extra effort
Quick calls, encouraging
messages, time
assignment draft feedback
Share classroom strategies,
normalise an evolving
teaching style
Help with professional
career preparation
References
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linclab@linceducation.com
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