As perceptions toward online learning shift, more educators/students are embracing and enrolling in degree programs that are offered online. As a result, colleges and universities are increasingly introducing online learning as a valued approach to delivering education to learners (Parker, Lenhart, & Moore, 2011). This paper will outline the Performance Indicators of the International Society for Technology in Education (ISTE) Standards for Students (ISTE, 2016). It will discuss the characteristics of digital learners and examples of strategies that educators can use to meet these performance goals. Experts in the field, recognize that there are still underlying concerns about online learning in relation to what constitutes the design, delivery, and assessment of effective and meaningful content that utilizes current and emerging technologies (Magda, 2018). Moreover, while there is an understanding amongst researchers and practitioners that online learning is more than just creating a digital version of a paper syllabus, more research is needed to move from theory to practice and to further explore effective learning with digital tools.
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According to the International Society for Technology in Education (ISTE, 2019) the standards it produced is a framework to allow educators to rethink education and create innovative learning environments. While they are referred to as standards, and are accompanied by characteristics (or competencies) of digital learners, they are not “standard” in the strict sense. The most generalizable part of the ISTE Standards for Students (ISTE, 2016) is that they provide a framework for reflection, student choice, and the creation of personalized learning opportunities for learners. The ISTE standards push the envelope and outline opportunities for parents, teachers, and administrators to rethink traditional approaches to education at local, national, and international levels.
Through research and practice, online learning continues to be a matter of interest in the field of education. Learners typically indicate that time, flexibility, and affordability are the main advantages of online learning. Colleges, universities, and other providers of content (i.e. MOOC providers) understand that engaging/effective strategies and approaches to online learning are key to maintaining retention and ensuring that learners remain engaged and are benefitting from the learning experience (Magda, 2018).
The most commonly identified benefits of online learning include the flexibility to study anywhere, anytime, the affordability compared to the cost of traditional face-to-face courses offered on a campus, and opportunities for national and global collaboration. Beyond advantages related to time and space, online learning also provides ample opportunities for all online students to have a forum where they are expected to reflect thoughtfully by communicating and collaborating online. Online learning spaces also provide opportunities for online students to publish content more widely and to a broad range of authentic audiences.