The February 2026 Snap Survey explored the persistent myths and “monsters” that continue to shape perceptions and challenges in online education. With 51 responses (the highest participation yet for an OLC Snap Survey), the results provide a snapshot of the cultural narratives and operational hurdles that institutions continue to face.
Check out the visual results in the results dashboard
Persistent Myths About Online Learning
Persistent misconceptions about online learning are not new. In fact, scholars have been identifying and debunking myths about online learning for the last 25 years. Myths such as new technologies are always the answer (Bates, 2004); certain learning styles are better for online learning (Santo, 2006); online learning promotes a sense of isolation (Li & Akins, 2005); good face-to-face instructors make good online instructors (Miller, 2008); online learning will cause the collapse of traditional learning (Morais et al., 2014); and technology allows for learning anytime, anywhere (Šorgo et al., 2023) among many other misconceptions have circulated for years. A review of the literature shows that myths about online learning have persisted and evolved alongside the modality itself. By identifying the myths circulating today, we can engage with them and dispel them more effectively.
February’s Snap Survey respondents identified several misconceptions about online learning that remain common across campuses. The most frequently cited myths include the belief that online teaching requires less effort, that online courses are easier than face-to-face courses, and that online students are less engaged or motivated. Other respondents noted lingering assumptions that online programs are lower quality, that academic integrity is impossible to maintain online, or that community cannot be built in virtual learning environments.
Qualitative responses reinforced these themes. One participant highlighted a persistent legitimacy myth: “Online teaching isn’t really teaching.” Another respondent expressed frustration with the endurance of these narratives, noting that all of the listed myths continue to circulate across institutions.
Together, these responses suggest that although online learning has become mainstream, misconceptions about the nature of online teaching and learning remain widespread.
The “Monsters” Facing Online Learning Today
Beyond myths, respondents also identified several ongoing challenges, what the survey framed as “monsters”, that continue to shape online learning initiatives. Participants were also asked to identify the biggest “monsters” currently troubling online learning initiatives. Two challenges clearly stood out.
The most frequently cited monster was “The Time Vampire,” representing burnout and unsustainable workloads for faculty and support teams involved in online education. Over 40% of respondents identified workload pressures as a primary challenge. Burnout is not limited to online faculty. Dewey et al. (2024) argue that faculty burnout in general is a campus crisis that needs to be addressed, particularly in the years post-Covid. Although relatively little research exists on staff burnout, support personnel such as instructional designers, academic advisors, registrars, and others likely experience similar pressures.
The second most common monster was “The Phantom of Presence,” referring to difficulties maintaining engagement and meaningful interaction in online courses. Respondents noted concerns about both student and faculty engagement, particularly as institutions continue to scale online offerings. This is an area that is widely studied and many models exist to identify ideal levels of engagement of both instructors and students (Hu & Xiao, 2025; Wang et al., 2025). One possible explanation is a lack of familiarity with existing models of engagement (e.g., Community of Inquiry, Teacher Presence, Self-Determination Theory) and how to apply them in practice. Another possibility is the “set-it-and-forget-it” approach students sometimes perceive in courses that rely heavily on publisher content packages or involve minimal faculty interaction.
Interestingly, technology itself was rarely identified as a major monster. Instead, the challenges described by respondents were primarily human and organizational, including workload management, engagement strategies, and institutional support structures. This suggests that technology for online learning may have reached a level of maturity where it is no longer a primary barrier but instead functions as a facilitation tool.
Emerging Concerns: Course Design and Navigation
One respondent introduced a new metaphor: “The Labyrinth Lurker.” This monster represents confusing course design: disorganized modules, unclear learning pathways, and what the respondent described as “where-do-I-click fatigue”. While mentioned by only one participant, this comment highlights the ongoing importance of clear course structure and learner-centered design in online environments. This comment highlights the importance of user-experience design in online learning, including greater consistency and clearer structure across courses to reduce extraneous cognitive load (Yin & Sun, 2026).
What the Results Suggest
Taken together, the survey results reveal an important shift in the conversation around online learning. Earlier debates often focused on technological barriers (Lloyd et al., 2012; Muilenburg & Berge, 2005; Yeh & Tsai, 2022). Today, the most significant challenges appear to revolve around institutional culture, faculty workload, engagement strategies, and course design practices.
At the same time, persistent myths about online education continue to circulate across campuses, even as research and practice increasingly demonstrate the effectiveness of well-designed online learning environments.
Addressing these misconceptions and the operational challenges that accompany them remains an important task for institutions committed to expanding high-quality online education.
About OLC Snap Surveys
OLC Snap Surveys provide quick insights into emerging trends, challenges, and perspectives in digital learning. Surveys are distributed to the OLC community and offer a rapid way to capture practitioner experiences across institutions.
OLC welcomes participation in future Snap Surveys to help inform ongoing conversations about the future of online and digital learning. Subscribe to OLC Today, our weekly newsletter, to get the latest Snap Survey delivered directly to your inbox.
References
Bates, A. (2004) Technology and lifelong learning: myths and realities. In Murphy, D., Carr, R., & Tat-meng, W. (Eds). Distance Education and Technology: Issues and Practice. Hong Kong: Open University Press.
Dewey, J., Pautz, M.C. & Diede, M.K. (2024). How do we address faculty burnout? Start by exploring faculty motivation. Innovative Higher Education, 49, 521–539. https://doi.org/10.1007/s10755-023-09685-2
Hu, J. & Xiao, W. (2025). What are the influencing factors of online learning engagement? A systematic literature review. Frontiers in Psychology, 16, 1542652. https://doi.org/10.3389/fpsyg.2025.1542652
Li, Q., & Akins, M. (2005). Sixteen myths about online teaching and learning in higher education: Don’t believe everything you hear. TechTrends, 49(4), 51–60. https://doi.org/10.1007/BF02824111
Lloyd, S. A., Byrne, M. M., & McCoy, T. S. (2012). Faculty-perceived barriers of online education. Journal of Online Learning and Teaching, 8(1). https://jolt.merlot.org/vol8no1/lloyd_0312.htm
Miller, K. W. (2008). Teaching science methods online: Myths about inquiry-based online learning. Science Educator, 17(2), 80.
Morais, E., Morais, C., & Paiva, J. (2014). Myths and realities of e-learning: Exploratory survey of higher education students. E-Learning and Digital Media, 11(3), 300-313. https://doi.org/10.2304/elea.2014.11.3.300
Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29-48. https://doi.org/10.1080/01587910500081269
Santo, S. A. (2006). Relationships between learning styles and online learning: Myth or reality? Performance Improvement Quarterly, 19(3), 73. https://doi.org/10.1111/j.1937-8327.2006.tb00378.x
Šorgo, A., Ploj Virtič, M., & Dolenc, K. (2023). The idea that digital remote learning can happen anytime, anywhere in forced online teacher education is a myth. Technology, Knowledge and Learning, 28(4), 1461–1484. https://doi.org/10.1007/s10758-023-09685-3
Wang, Y., Zuo, M., He, X., & Wang, Z. (2025). Exploring students online learning behavioral engagement in university: Factors, academic performance and their relationship. Behavioral Sciences, 15(1), 78. https://doi.org/10.3390/bs15010078
Yeh, C. Y., & Tsai, C. C. (2022). Massive distance education: barriers and challenges in shifting to a complete online learning environment. Frontiers in Psychology, 13, 928717. https://doi.org/10.3389/fpsyg.2022.928717
Yin, P., & Sun, T. (2026). The impact of system interaction quality on learning outcomes in online virtual experiment teaching: the mediating role of extraneous cognitive load. Frontiers in Psychology, 16, 1739300. https://doi.org/10.3389/fpsyg.2025.1739300
As senior researcher at OLC, Carrie designs, conducts and manages the portfolio of research projects that align with the mission, vision, and goals of the Online Learning Consortium. She brings with her over 15 years of experience as an online educator and instructional designer with a passion for research. She has peer-reviewed publications covering a variety of topics such as open educational resources, online course best practices, and game-based learning. In addition to a strong background in higher education teaching and instructional design, Carrie brings with her extensive experience in customer service and small business management. She holds a PhD in Educational Technology from Arizona State University, an MS in French from Minnesota State University, and BA in French from Arizona State University.
