Demand for online courses continues to grow, with three-quarters of chief online learning officers now reporting an uptick in students requesting more online options. Nearly half of chief online learning officers (COLOs) say that online program enrollment is growing faster than on-campus enrollment. To help meet demand, COLOs revealed that their top priority for online learning was creating online versions of on-campus degrees, and more than half of the respondents said that offering modality options was a way to differentiate themselves in the higher ed marketplace.
However, developing high-quality online courses and programs is no straightforward task. Many colleges and universities stumble into common pitfalls that can derail an online program before it ever gets off the ground. Here are four key mistakes institutions can avoid when building and scaling online learning.
Assuming demand will follow supply
One of the most common missteps institutions make when planning online programs is assuming that demand will follow supply. “If you build it, they will come” is a flawed starting point, especially in higher education. Too often, institutions invest heavily in launching online programs without conducting thorough market research, later finding that students don’t enroll in the expected numbers. Institutions should have a clear and long-term strategic vision when looking to scale online offerings, rather than treating it as an “easy” revenue boost.
More from UB: Snares in the proposed endowment tax
Before committing resources, institutions need data-driven insights into student interest, workforce needs, and other factors. Without proper analysis of demand and competition, institutions risk overestimating enrollment projections and creating programs that either duplicate existing offerings or lack a compelling value proposition. Likewise, poor marketing that lacks differentiation and doesn’t clearly articulate the value proposition can leave a good program hidden from potential students.
Not prioritizing quality
Prospective students are comparison shopping beyond just cost. Quality matters. Too often, institutions simply migrate existing content online instead of reimagining it to optimize the online modality. To stand out, programs must leverage the combined expertise of faculty and instructional designers to create engaging, application-focused learning experiences.
One effective strategy is developing foundational “master” courses, collaboratively designed for use by multiple instructors. These courses can maintain consistency, reflect collective faculty expertise, and maximize institutional resources. Kent State University’s online MBA program, for example, integrates faculty throughout the course development process, including decisions on quality assurance standards. Master courses are designed for both consistency and flexibility, and quality is embedded at every stage—from design to delivery. The result has been increased student satisfaction, improved outcomes, and higher program rankings.
Prioritizing quality is more than just good pedagogy. It’s a strategic advantage in today’s increasingly crowded online education market.
Committing to the wrong online strategy
Generally, colleges and universities take one of two approaches: adapting existing face-to-face programs for an online format or creating entirely new online programs targeted at different student populations. While both paths can lead to success, choosing the one that does not best reflect the goals, needs, and strengths of an institution can lead to wasted resources and disappointing outcomes.
Expanding established programs into online offerings can be a relatively smooth process, as these programs already have name recognition and curricular approval. At the same time, this strategy risks cannibalizing on-campus enrollments. Instead of reaching new learners, institutions may simply be pulling students away from on-campus courses, undermining existing in-person experiences without meaningfully expanding access or improving outcomes. There is also great risk in assuming what works in person will translate seamlessly to a virtual environment with institutions simply migrating an on-campus program to an online format. Offering online options of an existing program requires rethinking both design and delivery.
On the other hand, while developing entirely new online programs offers the potential to reach untapped markets, this approach requires significant investment. Market research, course development, program approvals, and marketing efforts all require careful coordination and resources. The potential long-term benefits can be substantial, but institutions should be prepared for more unknowns and a longer path to success. Too often, institutions fail to account for crucial, but easily overlooked, line items like faculty compensation and technology licenses or upgrades.
Failing to align (and support) stakeholders from the start
Creating impactful online programs depends on the collaboration of multiple stakeholders, including faculty, administrators, instructional designers, and IT professionals. While the needs of students are central, the input of these varied contributors is equally vital for ensuring programs are successful. The challenge lies in balancing the demands from various campus voices. Before institutions can juggle these different perspectives, they first need to establish a strong foundation—one that ensures everyone involved understands both student needs and institutional goals, as well as the potential pitfalls of building an online program.
The institutions that succeed in online learning aren’t those that move the fastest—they are the ones that build with purpose. Avoiding common online program pitfalls can mean the difference between creating a thriving online program and one that never gains traction. Success comes from making deliberate, thoughtful choices at every step of the process, ensuring that online programs are not just launched, but built to last.
