The Language of Online Learning Matters

In the digital world, the word “virtual” is everywhere. We talk about virtual meetings, virtual classrooms, virtual conferences—even virtual coffee chats. It’s become the default term to describe interactions that happen online, not in person.

But is “virtual” the right word?

While often used interchangeably with “online,” the term “virtual” carries a different—and potentially harmful—connotation. And for professionals in eLearning, education, and digital communication, this small linguistic choice can make a big impact.

Virtual vs. Online: The Real Difference

Let’s break it down. Technically, “virtual” means something that exists in essence or effect, but not in fact. Its antonym is actual. So when we describe online experiences as “virtual,” we may unintentionally imply they’re not real. That they’re simulations. Placeholders. Something less than the “actual” thing.

That’s a problem—especially in the context of education and professional development, where perception is everything.

How This Impacts eLearning Professionals

For those building online learning experiences, calling everything “virtual” can create subtle but significant obstacles. It can make online training seem like a watered-down version of in-person education. Stakeholders, subject matter experts, or even learners may approach it with skepticism—assuming that “virtual” equals “less meaningful” or “not real.”

This perception can affect engagement, funding, faculty support, and user adoption. It can even stall innovation.

As an instructional designer or digital learning producer, your job isn’t just to design effective online experiences—it’s also to advocate for their value. Language plays a critical role in that advocacy.

Changing the Narrative Starts With Us

It’s time for a mindset shift, and it starts with the language we use.

Instead of calling online learning environments “virtual,” let’s call them what they are: online, remote, digital, or connected. Let’s affirm that just because people aren’t in the same room doesn’t mean their interaction isn’t actual or real.

• We aren’t “converting” in-person content—we’re creating powerful online experiences.
• We aren’t meeting “virtually”—we’re meeting online.
• We aren’t offering “virtual learning”—we’re providing real education through digital means.

This change in language helps reinforce that these experiences are not second-best—they’re valid, effective, and in many cases, more accessible and inclusive than their in-person counterparts.

When “Virtual” Still Applies

This isn’t to say we should never use the word virtual. It has its place—when describing digital environments, simulations, or platforms. We can refer to a virtual world, virtual labs, or virtual platforms, because those are, in fact, constructed digital spaces.

But the interaction itself—the learning, the engagement, the collaboration—that’s not virtual. That’s actual. That’s real.

The Bottom Line

Words shape perception, and perception shapes reality. For those of us working in online education and training, it’s time to be intentional with the language we use.

So let’s draw the line:

• Use “online” when describing real interactions that happen through a digital medium.
• Reserve “virtual” for spaces or tools that simulate environments.
• Recognize that the work we do online is not less than—it’s just different.

Online isn’t virtual—it’s real. Let’s start speaking like it.