Tony Perez is a professor in the Department of STEM Education and Professional Studies at Old Dominion University in Virginia and director of the university’s Motivation, Identity, and Learning Lab (MilLab). In his work, Perez focuses on how STEM instructors can support adaptive, positive forms of motivation by shifting away from a competitive, performance-focused classroom environment to one that provides various social supports and underscores the personal value and relevance of STEM courses.
The Postsecondary Teaching with Technology Collaborative shared promising strategies for improving student outcomes in online courses to a standing-room-only audience at the 2025 annual DREAM conference in Philadelphia in February.
As part of the Collaborative’s efforts to foster and support students’ self-directed learning (SDL) in online courses, we have explored the research literature, consulted experts, collaborated with our college partners, and gathered perspectives from administrators, staff, and faculty.
In online courses, students are expected to take more ownership of planning their learning approaches and study methods, organizing their time, seeking help, and following through on coursework. In online STEM courses, these expectations are compounded by disciplinary cultures that have traditionally emphasized meritocracy and competitiveness.
As students increasingly enroll in online postsecondary STEM courses, instructors and students need new strategies to bolster academic success, particularly for students systemically marginalized in STEM and higher education.
A report on online learning based on responses from chief learning officers released last month found that a large majority of respondents have seen increasing demand for online options from students who are learning on campus.
Before joining the Postsecondary Teaching with Technology Collaborative as a fellow, my perspective on education was primarily that of a student: absorbing information without deeply considering the intricacies of teaching. However, this fellowship has been transformative. It has broadened my understanding of the myriad factors that shape effective learning experiences, including teaching methodologies, curriculum design, and peer interactions.
My college journey began like many do. I felt unconfident and underprepared due to a lack of a proper high school education. Like many others, I also witnessed the expansion of online courses in the wake of the pandemic, and I was forced to adapt to a new way of learning.
With the huge growth in online courses since the start of the COVID-19 pandemic, faculty are increasingly aware that they need to adapt their teaching to the new environment of online instruction. But they may not know how to adapt and, in particular, how to support students’ skills in managing their own learning in online courses.
From the classroom to the workplace, lifelong learners face a complex set of challenges.
In an increasingly tech-centered world, how can educators engage adult students and provide them with the practical and soft skills necessary to succeed in school and throughout their careers?