Management of Online Education Program


One of the most quickly expanding fields of instruction and training presently is distance learning. Technology advancements in the field of online education have considerably boosted its expansion. Many people, ranging in personality and attitude, have found that liberty from time and space limits has added motivation for them to pursue diverse programs to suit a range of requirements. As the instructional development and scheduling of distance education has become increasingly global, it has led to increased cooperation and connectivity and substantial improvements to educational paradigm and practice. However, a flexible distant education system has to deal with a wide range of difficulties and concerns. This list includes the system’s goal and objective, initiatives and their syllabuses, pedagogical practices, and the institution of conversation and interaction with learners. This paper aims to establish the beneficial effects of distance learning and provide suggestions to practice on educational websites platforms.

Impacts of Distance Learning on Learning Curve

In today’s environment, education is the most considerable input for all businesses. Therefore, the only solution is to continue educating and to educate oneself throughout one’s life. Following the aftermath of the COVID-19 outbreak, many can barely afford to spend time away from their families to seek education programs that were historically limited to institutions. The pandemic has also called for an increased need for online learning, which has impacted my learning curve. With the rapid growth of the fast-learning internet, I have enjoyed its flexibility in managing work and education. Rather than being constrained by physical limitations, colleges and universities can connect to a broader range of learners (Dhawan, 2020). The online platforms have made it easy for me to attend classes regardless of the distance, balancing my work and learning.

I can as well say that distant learning has improved social interactions between my teachers and me. Using online interactive sessions is an excellent way for online students to communicate and learn from each other. Therefore, the number of students who drop out of school is significantly reduced. A marked increase in students’ attendance means that improvement in their performance becomes inevitable (Shah et al., 2018). Students can also benefit from the support and assistance of fellow peers. Equally, they can contribute to their knowledge base by engaging in interactive activities. Online educational resources such as notes and recorded videos can be conveniently saved and distributed for reference purposes (Zabel et al., 2020). Furthermore, all course and study resources are accessible online, resulting in a paperless educational environment that is more inexpensive and environmentally friendly (Abdugulova, 2017). With that in mind, I have evaluated myself statistically on the progress and level of competency. The page-by-page format made it easier for me to comprehend test questions, and the online test was faster and more accurate than the written version.

Again, distance learning has helped my confidence in handling exams grow. Due to the increase in the use of distance learning, engaging in exam malpractice has declined significantly. According to Grother et al. (2019), it is easy to take a candidate’s picture during an online exam because the exam can be taken on a laptop or computer. The tests are also taken in the labs, where lecturers are present to supervise. The intense scrutiny for exam rules infringement has promoted a sense of personality and belief in me to work hard in every sector of education.

Possible Practices on Distance Management

In supporting the impacts mentioned above on my learning curve, I suggest that online instructors should identify and assist students in need. It is not always easy for some students to keep track of everything they have to do. Sample answers to test problems, background information, and chances to re-do exercises should be provided to students (Ferdig et al., 2020). When it comes to teaching students online, it is not the same as teaching them in classes. Therefore, I suggest that online instructors should establish norms that will govern the online process. According to Zeide et al. (2013), Instructors can talk with the students about the standards that promote effective learning, such as suitable clothing, when to engage in a discussion, etc. The lectures should regularly remind the students of the norms as this would create a collaborative online environment.

Benefits of Distance Management

Having gone through the management of distance course, I can clearly state that I have gained immensely, particularly in my education. I have been able to sharpen my critical thinking abilities in a manner that I would not have had the opportunity to do in a traditional classroom. Having the potential to study at my own pace and on my terms communicates to potential employers that I can overcome difficulties. Furthermore, I have learnt new online technical skills, which has eased remote collaboration with fellow students.

It is remarkable that I have also enriched online collaboration and communication. I feel more confident because I have learned how to collaborate with others online. I have improved my leadership skills by applying technical information, building effective processes, and making decisions about appropriate communication techniques, such as what can be communicated face-to-face or by email. As part of the exercise, I engaged in virtual discussion forums, emailed the lecturers, and worked with other students via various software packages. My writing skills improved as the training went, and I could articulate my thoughts more clearly and concisely.


Given the study’s findings, I advocate the following actions: the impact of remote education should be examined in various situations using other distant management core courses such as instructional design and professional development. Additionally, I urge experts to research scholarly teachers’ reactions to adaptability and acceptance of remote online teaching. Consequently, the possible hazards associated with distant education management systems should be assessed from the viewpoint of instructors and learners.


Distance learning is all about developing instructors’ knowledge, abilities, attitudes, and values with the overall goal of enhancing the understanding and accomplishment of today’s and tomorrow’s students. The above discussion has highlighted the beneficial results of distance learning and suggestions to improve online platforms and websites. Notably, to achieve this goal, distance learning courses must be designed to encourage high-quality instruction, incorporating what we believe to be effective strategies in education into their content and delivery.

Continuous professional development for teachers is essential for quality remote education; it must be based on proven best practices, built into the program’s structure and supported regularly. Online training courses must be established following quality principles so that practices and training experiences can be developed, teachers can be assessed, programs can be evaluated, and quality can be measured. Educators and students in online classes must be considered both in formative and summative evaluations to obtain support as needed. The motivation of the lecturer, rather than the lecturer’s competence, can also be examined as a factor in student success and satisfaction. Research into inspiration is a popular topic, but it is still in its infancy when it comes to the motivation of lecturers. Almost most of the research focuses on students, with very little attention given to professors. For this reason, a reliable scale might be created and tested.


Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22.

Shah, R. K., & Barkas, L. (2018). Analysing the impact of e-learning technology on students’ engagement, attendance and performance. Research in Learning Technology, 26.

Zabel, D., & Reiter, L. (2020). Envisioning the future of reference: Trends, reflections, and innovations. ABC-CLIO, 2020.

Abdugulova, Z. (2017). Allowing Schools Access to Affordable Computers. How Schools Can Benefit From Switching to Inexpensive, Cloud-Based Computing Technologies. International Journal of Learning and Teaching, 9(3), 326-331.

Grother, P., Grother, P., Ngan, M., & Hanaoka, K. (2019). Face recognition vendor test (FRVT) part 2: Identification. US Department of Commerce, national institute of standards and technology.

Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (2020). Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field. Waynesville, NC: Association for the Advancement of Computing in Education.

Zeide, E., & Nissenbaum, H. (2018). Learner privacy in MOOCs and virtual education. Theory and Research in Education, 16(3), 280-307.

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