Supporting Students in Online Learning

A school wide guide for administrators and counselors

Student success in online learning is rarely about motivation alone. At the high school level, outcomes are shaped largely by the systems schools put in place to support engagement, communication, and follow through. Research consistently shows that structure, adult presence, and clear expectations are among the strongest predictors of success in secondary online courses.

This guide focuses on school-wide strategies administrators and counselors can use to support students enrolled in online courses through AVLI, with an emphasis on scalable systems rather than individual student coaching.

Establishing Clear Roles, Expectations, and Communication

Before diving into specific strategies, schools benefit from establishing a shared understanding of roles and communication.

Key considerations include:

• Clarifying the roles of counselors and on site staff as well as expectations for students regarding their online engagement.

• Establishing clear points of contact for academic, behavioral, or technical concerns

• Setting shared expectations for monitoring progress and addressing issues

Research from SUNY Online emphasizes that timely communication and instructor presence are critical to online student success at the secondary level. In practice, this means students receive regular feedback on assignments, understand when to expect responses to questions, and know how concerns will be escalated if they arise. Predictable communication rhythms reduce confusion and help prevent disengagement before it escalates.

Creating Flexible Support Structures for Different Course Types

AVLI courses vary in structure. Some follow a more self paced model, while others include weekly assignments, assessments, or live components. Because of this variation, the most effective school wide supports focus less on uniform schedules and more on visibility, clarity, and consistency.

Helpful approaches include:

• Ensuring counselors and designated staff are receiving regular reports on student progress 

• Establishing consistent check in points, even if timing varies by student or course

• Helping students understand expectations specific to their course type, including pacing and assessment cadence

Research published through ERIC shows that clearly organized expectations and visible support systems improve engagement and persistence in secondary online learning. Even when courses differ in structure, students benefit when schools provide clarity and predictable support.

Supporting Engagement at Scale in Online Learning

Engagement is often framed as an individual student responsibility, but schools can support it at scale through intentional systems.

Monitoring Engagement and Progress

Rather than waiting for problems to surface, schools benefit from regularly reviewing participation and progress indicators. Research from Michigan Virtual shows that early identification of disengagement allows the online instructor, counselor, or designated school staff member to intervene before students fall significantly behind.

Encouraging Feedback and Connection

Frequent feedback and visible adult involvement matter. Research on social presence demonstrates that students are more engaged when they feel connected to instructors and supported by their school community. Regular progress updates, counselor check ins, and coordinated outreach reinforce that students are not navigating online learning in isolation.

Normalizing Help Seeking

Consistent messaging from administrators and counselors can reduce stigma around asking for help. When online learning is framed as a supported experience rather than a test of independence, students are more likely to seek assistance early.

Preparing for Common Challenges

Supporting students also means preparing for challenges before they escalate.

School wide readiness includes:

• Identifying missed assignments early and responding consistently

• Supporting students who experience technical or access issues

• Knowing when counselors, administrators, or online instructors should step in

Preparing for challenges also includes thoughtful communication with families. When appropriate, informing parents or guardians early about engagement concerns helps reinforce expectations and ensures students receive consistent support across school and home environments. While parents do receive weekly reports, a follow up from the school can ensure that information is being received and reviewed as intended. Clear, proactive communication prevents surprises and strengthens accountability.

Supporting Students Through AVLI Partnerships

Schools do not have to manage online learning alone. AVLI is designed to function as a partner embedded within school systems, not as an external provider operating separately.

Through AVLI, schools benefit from:

• Ongoing communication between online instructors and school staff

• Instructional feedback provided by teachers from AVLI member schools

• Shared responsibility that reduces staff workload while maintaining academic support

This collaborative model allows administrators and counselors to focus on coordination and student well being, while AVLI instructors provide subject matter instruction and assessment.

Conclusion

Supporting students in online learning is a school wide effort rooted in structure, communication, and partnership. When administrators and counselors establish clear systems and work closely with AVLI, online courses become a sustainable extension of the school’s academic program rather than an added burden. Thoughtful support helps ensure students remain engaged, connected, and positioned for success.