Key points:
- The university’s core message is: Build trust, earn respect, then teach
- Nearly 9 in 10 colleges expanding online programs as student demand soars
- Online learning isn’t about juicing enrollment–it’s about transforming outcomes
- For more news on online learning, visit eCN’s Teaching & Learning hub
At 10 p.m., with her kids tucked in and a full day as an executive assistant behind her, Maria sits down at the kitchen table–not to unwind with social media, but to dive into her marketing course.
She does not feel like just another name on a roster. Her professor has already left a personalized video message with encouraging feedback. Classmates have contributed thoughtful responses in the weekly “conversations,” moving beyond standard requirements to spark genuine dialogue. Even through a screen, Maria feels seen.
This is what online learning looks like today. Students are not walking across campus lawns or hurrying to lecture halls. They are professionals, parents, caretakers, and career changers, carving out time between family duties, night shifts, and the noise of everyday life.
At Post University, where nearly 96 percent of students learn online, faculty understand that real success takes more than uploading lectures and tracking deadlines. It takes empathy, purposeful design, and a human touch.
So how do you make an online course not just convenient, but truly compelling?
1. Connection comes first
Content matters, but relationships matter more. Instructors at Post are not just grading assignments; they are mentoring people. Meaningful student relationships begin with meaningful faculty support.
That support starts from within. Post nurtures its instructors with the same care it asks them to give students. Faculty meet regularly to exchange ideas, share strategies, and stay connected. When instructors feel supported, they are better equipped to create authentic, lasting connections with their students.
2. Designing for today’s learner
At Post, effective online teaching means rethinking every part of the learning experience, from the language used in prompts to how instructions are delivered. In the psychology program, this includes offering both written and video directions, using phrases like “you are being asked to” instead of “you must,” and ensuring that all guidance is clear and supportive. This approach respects the learner and aligns with proven learning principles.
Chervenak emphasizes the importance of faculty modeling humility by acknowledging when they do not know something. This practice builds trust, models ethical behavior, and aligns with the American Psychological Association’s Code of Ethics. As psychologist Albert Ellis once said, “Even the best psychologist doesn’t know everything and should never pretend to.” These moments of honesty can also spark real-world conversations, such as what might happen if a psychologist gave a diagnosis without being fully certain.
Students are encouraged to look up answers and share their findings with the class. This promotes collaboration and self-directed learning–both essential skills in psychology. Reflective journals deepen student engagement, including for those from cultures that discourage open disagreement. One PSY101 student even noted how meaningful it was when Lisa simply said, “I don’t know.”
3. Language, labels, and the little things matter
In The Malcolm Baldrige School of Business, “discussion boards” are now called “weekly conversations.” This shift invites students to see their posts as part of an active, ongoing dialogue rather than just another assignment.
To foster a more personal online learning experience, instructors often respond with video or voice messages in addition to written feedback. This conversational approach helps create a sense of connection and builds trust between students and faculty,
The approach is working. Students post an average of over four times per week. This is well above the required three. With an average of over 125 words per post, student replies show depth and genuine engagement. This level of interaction reflects positive modeling, faculty leadership, and unwavering support.
4. A point-of-learning mindset
In marketing, the point of sale represents a key decision moment. At the University, a concept known as the “point of learning” is used with students. This is an intentional moment when a student, after a long day, logs in and is ready to engage with their assignment and learn something new.
To support students at that moment, the University has strengthened its online orientation, improved faculty-student communication, and introduced creative prompts that spark interest and connection. Rather than overwhelming students with a flood of assessments, the emphasis is on clear expectations, steady support, and meaningful, personal interaction.
5. The recipe for engagement is repeatable
The practices at Post University are applicable across courses and disciplines at other institutions.
Whether teaching marketing, psychology, or any course at Post University, the core message stays the same: build trust, earn respect, then teach.
To truly meet students where they are, online programs must be as rigorous, relational, and responsive as any campus course. And that does not begin with a syllabus–it begins with a connection.
Online learning involves more than sharing materials or monitoring due dates. It is about creating a space where students feel seen, supported, and empowered. At Post, a student-centered approach is incorporated throughout the institution, but especially the online experience.
Art Mollengarden is Program Chair of the Marketing Program at Post University, where he leads a team of instructors dedicated to student success and innovative curriculum development. With more than 15 years of experience in higher education and business, he also teaches at the University of Bridgeport and Albertus Magnus College. Beyond academia, Art serves on the Board of Directors for the Yale-Elmseed Enterprise Fund, advises entrepreneurs, and co-hosts the podcast “I’ll Get The Tip.”
Lisa Marie Chervenak, PhD, is Program Chair for Psychology at Post University, where she has taught for more than 12 years. She teaches a wide range of courses, including Social Psychology, Research Methods, and the Psychology Capstone, and her research explores academic integrity, paraphrasing skills, and student success. Dr. Chervenak has presented at national conferences on online teaching excellence and the role of AI in higher education, sharing strategies to strengthen learning, engagement, and ethical scholarship.