Field Notes: What actually helps new online learners, according to you

Many learners struggle at the beginning of an online course not because the content is too difficult, but because they do not yet know where to start, what matters most, or what success looks like. Several responses pointed to the importance of making expectations visible and concrete from the start.

Others were even more succinct:

While brief, these comments underline something essential: when learners struggle early, it’s often not because the content is too hard, but because the path forward isn’t clear. Confidence tends to follow clarity, so find small ways to help learners build confidence from the beginning.

Many responses focused on slowing things down and giving learners permission to ease into the experience. Proactively letting learners know that they are in a safe place to make mistakes — even welcoming those mistakes, which are so vital to learning — sets the tone for a learning experience that feels supportive rather than intimidating.

One response offered very practical advice about sequencing and self-care:

Another echoed that same reassurance about getting comfortable in a new digital space:

Together, these comments remind us that orientation is learning. Before learners can engage deeply with content, they need to feel comfortable in the space itself. We often treat this kind of orientation as an optional “extra,” but in reality we are helping learners build and practise essential digital literacy skills they will carry far beyond a single course.

Several respondents highlighted the importance of real human connection, especially at the beginning of an online course.

Another described tailoring support based on experience and confidence:

This flexibility — knowing when to step in and when to step back — is a quiet but powerful form of learner support.

Some responses focused on helping learners bridge the gap between traditional and online learning through shared experience.

Others emphasised mindset:

And autonomy:

These ideas all point to the same thing: learners benefit when we normalise uncertainty, share models of success, and treat learning as a process — not a test of endurance.

And just like the learners we serve, the responses reflected different experiences and perspectives.

One comment stood out for its bluntness:

This response reflects a real frustration many people feel when digital learning environments are poorly designed. However, simply telling learners to “learn a different way” is not always an option. For many people, building digital literacy skills is now essential for participating fully in education, work, and everyday life.

When systems assume confidence, access, and fluency that learners do not yet have, everyone feels the strain. Learners disengage, and educators and course designers feel stuck or overwhelmed.

This is where the idea of the hidden learning gap becomes useful, and why we have spent time exploring it more deeply in our work here at Moodle HQ. The hidden learning gap is not about an individual’s effort or ability — it’s about the invisible differences learners bring with them, including access to technology, prior experience, confidence using digital tools, and available support.

When courses aren’t designed with those differences in mind, even well-intentioned learning can become exclusionary. Closing the gap doesn’t mean lowering expectations or avoiding digital learning altogether. It starts with recognising where learners are and making thoughtful design choices that welcome them and support their success.

If you’d like to explore this idea further, we dig into it in more depth on the Moodle Podcast in The invisible barrier: Liz Starbuck Greer on the power of digital capital, where Moodle’s Director of Global Sales & Partnerships, Liz Starbuck Greer, unpacks why digital capital matters — and what it means for how we design learning that works for all learners.

Taken together, these insights point to a few consistent truths:

• Learners need clear examples and visible expectations.
• Early learning should prioritise orientation and reassurance, not speed.
• Human support still plays a critical role, especially at the start.
• Good design adapts to learners — not the other way around.

If these reflections resonate, you are not alone. Many educators, course designers, and learning teams are asking the same questions and experimenting with small changes that make a real difference. 

Designing learning that works for everyone starts with recognising where people begin, and we’re always here to help. Whether that means sharing practical guidance, learning alongside you, or supporting you as you rethink how your courses welcome learners in.

Here when you need us — don’t be a stranger. 🫶