In the Voice of the Online Learner report, we share online students’ motivations, learning preferences, and challenges. With these learnings, universities have an opportunity to design programs and offerings that will provide the most value and impact for their students, employers, and the local communities they serve.
The 14th iteration of the report reflects our commitment to understanding online learners and supporting universities in fulfilling their needs, especially as they evolve over time.
Key findings from the 2025 Voice of the Online Learner
- Learners are seeking opportunities for support and connection
Online learners want the flexibility and format of online learning; however, they are increasingly open to additional opportunities to receive academic support and foster social connections, which can include on-campus activities. Notably, online learners want this as an option, rather than as a requirement, due to the competing demands most learners juggle.
- Learners know Gen AI will change their jobs – and they need help
Students recognize the growing importance of Gen AI for future job success and cite concerns around lack of integration with their current working or learning experiences. Compounding their concern is their uncertainty as to the impact that Gen AI will have on their future job prospects.
- Learners seek in-role growth more than job changes – and feel some uncertainty
A large percentage of prospective, enrolled, and recently graduated students see online education as the means to advance within the career path that they’re already following, by obtaining new skills to improve performance in their existing roles, increased salaries, or internal promotions. Learner responses are also pointing to some early signs of economic uncertainty.
- Learners see alternative credentials for immediate, rather than long-term, benefit
In an expanded section on lifelong learning and alternative credentials, we saw that learners are availing themselves of such offerings in increasing numbers, but primarily as a means to gain specific, in-the-moment skills or to pursue an area of interest, rather than because they see long-term value either from employers or in the ability to bundle such programs into a degree. Lack of employer recognition drives skepticism, while learners may simply be unaware of the option to stack non-degree programs into a degree.
Download the full report to learn more about these emerging findings, and for clear and actionable takeaways for university leadership to develop impactful online programs.
