Technology has transformed online learning, making education more interactive and accessible, but rural students still face challenges like unreliable internet, limited community engagement and misalignment with workforce needs. To support diverse learners, institutions must develop flexible, personalized experiences that bridge these gaps and create strong career pathways. In this interview, Patrick Wilson discusses access to education in rural areas, aligning to the workforce and creating a sense of community.
The EvoLLLution (Evo): How has the approach to expanding online learning for rural students evolved in recent years?
Patrick Wilson (PW): A lot has changed—both in technology and how society views online interaction. Back in the ’90s, when I was an online student, schools were mailing out VHS tapes. Today, online learning is far more personal and interactive. Education is a social process and, while rural students may still experience some isolation, technology is helping bridge that gap, making online learning more engaging and connected than ever before.
Evo: What are some of the challenges to expanding online learning access to rural students?
PW: We often assume everyone has the same tech access, but high-speed internet is still unreliable or nonexistent in some rural areas. While cellular networks help, they’re not always fast or available. The good news is institutions have improved at delivering course materials in multiple formats, including mobile-friendly options. The key is aligning technology with what students actually have access to and how they prefer to engage online.
Evo: What are some characteristics of online learning that can provide personalized, flexible and adaptive pathways to cater to diverse learner needs and schedules?
PW: Flexibility means students engage at different times—some at 2 AM, others during the day—which makes building a sense of community challenging. We’re still figuring it out, but one effective approach is connecting students based on shared demographics and interests like academic programs or cultural backgrounds. At our institution, affinity groups and cultural organizations have an online presence, giving students a way to build connections beyond the classroom. It’s not a perfect solution, but it helps meet the social needs of those who seek them.
Evo: How can institutions align their online programs with regional workforce needs to create meaningful employment for these world learners?
PW: Staying on top of industry data is key, though its quality varies. The job search process has changed dramatically over the past few decades, and institutions must adapt. One approach we’ve expanded is internships and employer engagement, ensuring students—especially in fields like business where hands-on training is not specifically built into the curriculum—gain practical experience. These opportunities not only build real-world skills but can also lead to full-time jobs, making them a crucial bridge between education and employment.
Evo: What strategies can institutions implement to foster a greater sense of belonging and community among online students?
PW: Online education has made higher ed more accessible and diverse, but that also means students have a wider range of needs. Some seek community and collaboration, while others—juggling jobs and family—just want to earn their degree efficiently without experiences beyond the classroom. Institutions must balance both by offering engagement opportunities while respecting that not every student wants or has time for them. The key is ensuring community is available for those who need it but not forcing participation.
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