• Written by Scott Bivens
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Delivering a class online can create challenges in student engagement and motivation. When students are engaged, they are participative and tuned-in (Mello et al., 2025). Educators must design online classes to positively motivate students and promote healthy engagement. Student motivation tied to positive online learning outcomes is linked primarily to the factors of time management and student engagement (Ishtiaq et al., 2024). These factors need to be primary considerations in course design and delivery to ensure content is contextually understandable, practical, and comprehensive enough to motivate and engage students (Saeedi & Panahi, 2025).

Using classroom management approaches that emphasize a mix of independence with engagement and collaborative tasks sets the conditions that promotes active engagement with others and the course material while sparking positive motivation (Kerimbayev et al., 2023). Collaboration in online learning promotes cognitive engagement, increased participation, higher student engagement, and ultimately better learning outcomes (Luo et al., 2022; Pusey et al., 2023). Each of these levers can positively impact the next when implemented purposefully, giving the student the opportunity and permission to excel.

Variables from outside the online classroom can have a negative impact on the student experience. Poor connectivity, ineffective digital tools, cumbersome or non-intuitive user interfaces, and low individual technology aptitude and skill level can demotivate and negatively impact learning outcomes (Katlen et al., 2022; Mello et al., 2025). Selecting proven, effective digital tools with user-friendly interfaces that support effective communication and collaboration as well as content access will mitigate most external negative influences.

One unique obstacle found in online learning is the possible feeling of isolation. Utilizing effective engagement strategies promotes positive motivation, improves academic performance, and counters isolation and anxiety in a virtual learning environment (Mello et al., 2025).

Collaborative activities generate positive interaction and foster a sense of community in the online setting that can lead to increased motivation, student engagement, and stronger academic outcomes (Ishtiaq et al., 2024; Katlen et al., 2022). Opportunities can involve demonstrations, creative options from which students choose the assignment format, guest speakers joining remotely, virtual field trips, and discussions or debates that place theoretical concepts in practical application (Akram & Li, 2024; Johnson et al., 2023).

Approaches that increase intrinsic motivation in most students include providing clearly defined assignments, independent work opportunities, clear guidance, and a predictable, timely feedback process (Saeedi & Panahi, 2025). Meaningful interaction with coarse materials drives deeper understanding and increased cognitive engagement (Baziukė et al., 2025), which positively influences student engagement levels (Luo et al., 2022). Additionally, content demonstrating real-world application also sparks student motivation (Katlen et al., 2022).

Classroom management efforts that promote motivation drive success. However, awareness of demotivating factors can be equally vital (Katlen et al., 2022). Course design should strike a balance between complexity and cognitive load while leveraging appropriate digital tools that support connectivity and navigation (Katlen et al., 2022). The challenges online classrooms present can be overcome through proper planning (digital tool selection), course design (multimedia, schedules, balanced independence), and compelling, collaborative delivery. Consistent approaches that meet student needs, provide clear guidance and instruction, predictable and effective communication (content and feedback), and offer the appropriate level of autonomy will foster intrinsic motivation leading to productive engagement. It really comes down to the classroom management approaches chosen and executed.

References:

Akram, H., & Li, S. (2024). Understanding the Role of Teacher-Student Relationships in Students’ Online Learning Engagement: Mediating Role of Academic Motivation. Perceptual and Motor Skills, 131(4), 1415–1438. https://doi.org/10.1177/00315125241248709

Baziukė, D., Rupšienė, I., Kesylė, K., & Norvilienė, A. (2025). How e-Learning Platforms Are Addressing Project-Based Learning: An Assessment of Digital Learning Tools in Primary Education. Applied Sciences, 15(23), 12422. https://doi.org/10.3390/app152312422

Ishtiaq, M., Shahid, S. H., Khan, M. A., Aysha, S., & Sultan, A. (2024). Face-to-face Vs. Online Learning: Differences and Challenges in Communication. FWU Journal of Social Sciences, 18(1), 16–30. https://doi.org/10.51709/19951272/Spring2024/2

Johnson, C. C., Walton, J. B., Strickler, L., & Elliott, J. B. (2023). Online Teaching in K-12 Education in the United States: A Systematic Review. Review of Educational Research, 93(3), 353–411. https://doi.org/10.3102/00346543221105550

Katlen, J. N., Manlapaz, M. R., & Hoffman, A. (2022). Considerations for Appropriateness of Virtual Learning in the Postpandemic Environment. The Journal of Nursing Education, 61(9), 503–509. https://doi.org/10.3928/01484834-20220705-04

Luo, N., Li, H., Zhao, L., Wu, Z., & Zhang, J. (2022). Promoting Student Engagement in Online Learning Through Harmonious Classroom Environment. The Asia-Pacific Education Researcher, 31(5), 541–551. https://doi.org/10.1007/s40299-021-00606-5

Kerimbayev, N., Umirzakova, Z., Shadiev, R., & Jotsov, V. (2023). A student-centered approach using modern technologies in distance learning: a systematic review of the literature. Smart Learning Environments, 10(1), Article 61. https://doi.org/10.1186/s40561-023-00280-8

Mello, C., Akojie, P., & Blake, M. (2025). Empowering educators to enhance engagement in a virtual learning environment. REM : Research on Education and Media, 17(1), 42–48. https://doi.org/10.2478/rem-2025-0005

Pusey, T. S., Valencia, A. P., Signorini, A., & Kranzfelder, P. (2023). Breakout Rooms, Polling, and Chat, Oh COPUS! The Adaptation of COPUS for Online Synchronous Learning. Research & Practice in Assessment, 18(1), 62.

Saeedi, M., & Panahi, M. (2025). Strategies for enhancing the quality of virtual education: perspectives of medical sciences faculty and students - a qualitative study. BMC Medical Education, 25(1), Article 1105. https://doi.org/10.1186/s12909-025-07713-7