Busting the Myths of Online Learning with AVLI

Online learning has become an everyday part of the academic landscape, but that doesn’t mean the myths have gone away. School leaders, and even students and their parents, often wonder if virtual courses are as rigorous, relational, or respected as in-person options. The good news is the evidence is clear: when designed with intention, online classes can match—and sometimes even exceed—the benefits of traditional classrooms.

Let’s break down four of the most common misconceptions about online learning, weaving together both research and the lived experiences of AVLI students and teachers.

Myth 1: Online classes are easier or less rigorous

The assumption goes something like this: “If it’s online, it must be less demanding.” Research shows otherwise. A study of Wisconsin Virtual School students found the more time students  invested, the better they did (source). The key isn’t that the courses are easier, it’s that they demand steady commitment.

AVLI students echo this reality:

• Riley S.: “A piece of advice that I would give a student considering taking an AVLI course is to stay disciplined. With an online course, it is sometimes hard when you don’t have someone watching over your shoulder to make sure you do your work. However, keeping up with the work will make your AVLI experience much easier.”

• Nicholas P.: “I was hesitant in my decision to take an AVLI course, since I thought it would be challenging learning in a virtual environment, and I was correct. It has been a challenge, but it has also allowed me to grow in a way that my previous classroom experiences haven't. We are given a lot of flexibility with our schedules, since we can complete work at any time before the set due dates. It has taught me invaluable schedule and time management skills, not to mention all of the calculus topics I've learned these past few months.”

Online doesn’t mean easy. It means disciplined, structured, and growth-oriented.

Myth 2: Students are isolated or not engaged

A common critique of virtual learning is that students are lonely or disconnected. Yet when programs are designed well, students often experience the opposite. A recent study “High School Students' Perspectives on Their Online Course Experiences” (Wiley, 2025) explores motivations, challenges, and supports, showing many high school students report feeling supported and engaged when teacher interaction and course design are strong.

AVLI students and teachers confirm this firsthand:

• Nicholas P.: “I thought that taking a class where I never met my teacher in person would hinder our relationship and my growth as a student, but that couldn't be further from reality. We've gotten to know each other very well over the course of the year, and it wouldn't be inaccurate to say that I know him better than some of my in-person teachers.”

•  Mr. Bernard (teacher): “Having the opportunity to engage with students from all over about Psychology - teaching and learning from them - is a privilege. Every year I develop relationships with students who I would otherwise never have the opportunity to know.”

Far from isolating students, well-run online courses foster meaningful relationships and engagement.

Myth 3: Less teacher interaction or support

Some assume that online teachers are less accessible. Research shows the opposite: effective virtual programs use frequent, targeted feedback and proactive communication to build student-teacher connections (source).

AVLI students and teachers provide real-world proof busting this myth:

• Aedan A.: “He [Mr Maxwell] also encourages students to contact him if there are any roadblocks in their learning as well, and I've seen his office hours greatly benefit my friends who also take his class.”

• Anoosheh A.: “The course is pretty self-lead, but still reach out to your course teachers and even teachers you know at your school. Though there will likely be some weekly zoom meeting, your teachers are willing to schedule with you one on one to help you succeed.”

• Gianluca B.: “I feel that the fact that the teachers have been very engaged and caring about my success and progress in the courses has stood out to me. It has felt like a normal school class but with the benefit of practicing my individual learning.”

Strong virtual programs don’t reduce teacher support—they make it deliberate and personal.

Myth 4: Online courses aren’t valued or transferable

Some worry online credits won’t hold the same weight in college or beyond. However, surveys and research show that accredited online and dual-credit courses are widely recognized and respected (source). Plus, AVLI offers 14 Dual Credit courses that students are eligible to receive college credit for.

AVLI educators underscore this point:

• Mr. Owsley: “Online education is freeing. It provides students an opportunity to take learning into their own hands. Not only is this an excellent precursor to the higher education experience, it is relevant to life-long learning habits.”

• Mr. Nardella: “If your current school is limited in its curriculum or if you have limitations in your schedule, AVLI provides a great opportunity to expose yourself to topics that you may be interested in.”

• Mr. Bernard: “When I began teaching for AVLI I was very skeptical. As a traditional classroom teacher and school counselor I did not anticipate how an online/virtual experience could bring the same level of meaning and purpose. It only took a few weeks for me to realize that I had been thinking about it all wrong. My time at the Summer Teaching Institute was the beginning of what would turn out to be a love for the virtual experience and AVLI.”

Online courses, when properly designed, offer real academic value while expanding student opportunity.

Conclusion

The myths about online learning persist, but the evidence and real AVLI experiences tell a different story. Rigorous coursework, meaningful engagement, strong teacher relationships, and respected outcomes are happening every day in virtual settings.

For our member schools, this is especially encouraging: online learning doesn’t compromise values or community. It extends them, helping students grow academically, socially, and personally, while preparing them for higher education and lifelong learning. Want to hear more? Explore more AVLI experience stories with students and teachers who’ve walked this path.