Online learning isn’t just about moving classes to the internet—it’s about rethinking education entirely. Few people understand this better than Darcy Hardy, Founder and Chief Strategist at The Hardy Group, who has spent decades shaping the field. In this EdTech Mentor conversation, she breaks down the real challenges institutions face, from the illusion that COVID-era remote teaching was true online learning to the harsh reality that many schools chase enrollment growth without being ready to support online students properly.
Hosted by Laureano Díaz, CSO of 27zero, this conversation dives into the slow-moving world of higher ed, the fast-paced decision-making of EdTech, and why students today are more discerning than ever
I've been in online learning since it began, but I actually started with correspondence study at the University of Texas at Austin in the late '80s. Some friends told me I was wasting my career—that distance learning was just a passing trend. I stuck with it, and it turned out okay!
I’ve worked across multiple modalities—correspondence, video conferencing, satellite, audio conferencing, and eventually online. From the start, I knew this field mattered because it brings education to people wherever they are. That belief has never left me.
I spent 25+ years with the University of Texas system, then had the incredible opportunity to work in the Obama administration—an absolute career highlight. After that, I joined Blackboard and Anthology for a decade. So, I’ve covered higher ed, federal government, and EdTech—three very different worlds.
On the personal side, I’m currently nursing my husband, who picked up a virus—probably from all our travel. He’s resting with the dogs. I have two daughters, a son-in-law, and two precious grandkids. Balancing family and work has always been a priority for me.
They’re definitely different, but with some striking similarities.
In the federal government, I saw how agencies like the Department of Education, Health Services, and Labor operated under the larger administration—each with its own mission and priorities. It was similar at the University of Texas system, where 15 institutions functioned independently rather than as a cohesive unit. Whether in government or higher ed, the challenge was always the same: aligning different entities toward a common goal.
In EdTech, the biggest difference is speed. In corporate settings, if leadership decides on a direction, things move fast. In higher ed, decisions require committees, studies, and consensus. In government, major initiatives often hinge on congressional approval, which can take years.
One of my biggest surprises in EdTech was how quickly things can be done—but also how quickly they can be undone if they don’t work. Every sector has its strengths and inefficiencies, but I’m grateful to have experienced all three.
That said, standing in the White House, listening to the President talk about science and technology, or being in the Rose Garden when a bill was signed—those were truly thrilling moments.
It definitely wouldn’t be the federal government right now! Given that I worked in the Obama administration, I’ll just put that one aside.
If I were to take a full-time job again instead of running my own consulting firm, I’d stay in corporate. I don’t think I could return to working at a higher ed institution because I’ve grown too accustomed to the speed of decision-making in EdTech. Consulting with universities? That’s fine. But if I were to take a full-time role, I’d stick with EdTech—surprisingly!
We used to joke that it took higher ed years to move overhead projectors from bowling alleys into classrooms. Some people today might not even know what an overhead projector is!
My passion has always been making education accessible—bringing learning to where people are and removing barriers. The biggest game changer has been fully online learning. Now, anyone can access education. Even in developing countries, students without full internet access often have phones, and mobile learning is expanding.
COVID-19 forced institutions to embrace online learning, but here’s my concern: many now think what happened during the pandemic is what online learning should be. It’s not. Simply uploading content and holding Zoom meetings isn’t true online education. We need interactive, engaging courses designed for digital learning.
While I’m excited that online learning is now mainstream, I worry about quality—and that too many decision-makers don’t fully understand what good online education looks like.
One of my proudest projects from the late ‘80s was using audio conferencing to teach algebra to migrant students who missed school due to their families’ agricultural work. Math was especially challenging for them, so we designed a solution.
We partnered with a magnet school teacher who adapted his lessons into a guided study format. Using an audio conferencing bridge, he connected live with students scattered across Texas and Oklahoma. Without a chalkboard, he had to explain algebra concepts verbally, and students had to articulate their problem-solving processes—building their reasoning skills in a way writing alone couldn’t.
A year later, the National Council of Teachers of Mathematics began advocating for verbal problem-solving, reinforcing what we had already seen in action. These students, often at a disadvantage, didn’t just pass—they earned As and Bs.
Even in 1989, before the internet was a standard tool, we found ways to make distance learning meaningful. That, to me, is what EdTech should be about.
I’m not going to get political about facts and science. I don’t think students today have stopped caring about them—I think they’re more focused on their future careers.
Many are questioning whether they even need a degree, considering alternatives like internships, apprenticeships, and mentorships that offer skills without the financial burden of college.
Does that mean they don’t value knowledge? No. People are naturally curious—unless they’re told otherwise. But with rising tuition and student debt, young people are being more strategic about their investments.
So is higher ed still relevant? Absolutely. But being relevant isn’t enough anymore. Higher ed must evolve beyond what worked 20 years ago. A liberal arts degree is valuable, but today’s job market demands specialized training and industry-specific skills. The challenge is clear: What does higher ed need to offer to remain truly valuable?
Absolutely. Today’s students are much more savvy.
When I graduated from high school in 1977, I chose my college in a very different way than students do today. I went to a great school, Southwest Texas State (now Texas State University). But honestly, I didn’t research it much. I went because my friends were going, and it sounded good. That was common back then.
Today’s students don’t make decisions like that. They’re much more strategic about choosing a school that will give them exactly what they need. They don’t just pick a school because their friends are going or because it has a good reputation—they want to know if it aligns with their career goals and offers a return on investment.
I run my own consulting firm, The Hardy Group, which I started about a year ago after leaving Anthology in late 2023. For a while, I considered returning to full-time work. Just this morning, a colleague turning 50 told me, “I don’t know if I’ve learned enough to go independent or if I should stay in a traditional role.”
What I told him—and what I’d tell anyone—is that if you’re in your 40s or 50s, you still have time to explore different career paths. If you’re unhappy, leave. There’s no rule that says you have to stay in one place. Keep learning, keep building.
By the time I hit my 60s, I knew I had the experience, skills, and network to work for myself. That’s why I started The Hardy Group, carefully selecting experts who complement my strengths.
One of the biggest lessons I share with younger professionals is: Never turn down advice, but be selective about how you act on it. Learn from every experience—good or bad. Even setbacks, like being laid off, teach valuable lessons.
You don’t have to do everything at once. Your career evolves, and as you grow, you can redefine how you want to work. That’s been one of my greatest realizations.
The Hardy Group helps institutions develop and implement strategic plans for online, digital, and hybrid learning.
Building an online learning strategy isn’t just about creating courses, training faculty, and doing market research—it’s much more complex. We examine:
Online learning isn’t just about uploading content—it’s about pedagogy. Teaching online requires a different skill set, and faculty need proper training.
Many institutions have online programs that aren’t performing as expected or don’t know how to scale them. Others have internal champions who see the path forward but struggle to get leadership buy-in. That’s where we come in.
Sometimes, an outside perspective is what it takes to reinforce and validate internal efforts. We help institutions create a clear roadmap and move forward with confidence.
Even before COVID, online learning was getting competitive. Post-COVID, the market has exploded.
Take the UK—before the pandemic, online learning was just 20% of education, mostly for training. The same was true in parts of Eastern Europe. But after COVID, students embraced online learning. They may not always love the quality, but they love the flexibility. Now, competition is fiercer than ever.
In the U.S., nearly every institution offers online programs, but not all are built to last. Some have simply patched together courses from different departments and called it a degree—that’s not a real online program.
The institutions that thrive have a plan. They develop programs strategically, train faculty, support students, and use data to improve. Adult learners—28 and older—are especially discerning, researching programs for student support, faculty quality, and job outcomes. With fewer geographic limitations, they have more choices than ever.
That’s why it’s a tough market. If a school tells me they’re launching an online MBA, my first question is, Why? In the late ‘90s, online MBAs were rare—now there are thousands. Unless you’re a globally recognized university, it’s hard to compete.
Too many institutions assume their program will succeed online just because it’s popular on campus. Without real market research, it’s an uphill battle.
One of the first things we do when working with an institution is ask about their vision. To me, vision means deciding:
It’s surprising how often we sit down with institutional leaders and ask this, only to get five different answers from five different people. That’s why the first step is always to establish clarity.
What is point B? Where do you want to go? What’s your motivation? Only once that’s defined can you build a strategy to get from point A to point B.
Without that vision, institutions risk spinning their wheels—wasting time, energy, and resources—without making meaningful progress.
Exactly. It affects everything—student support, marketing efforts.
For example, if you’re only targeting a regional audience, your marketing approach is going to look very different from a national campaign. And international reach? That’s a whole different level.
I’ve worked with dozens of schools, and only a handful of U.S.-based institutions are truly successful in the international space—unless they’re partnering with local entities. That’s just reality. It’s not a criticism; it’s just how the market works.
First, does the institution’s strategic plan meaningfully include online learning? Not just a vague “we’re doing online” statement, but a real plan with priorities, budget, and long-term goals.
Beyond that, three critical elements define a quality online program:
At the end of the day, online students are paying customers. Institutions must be ready to deliver—not the other way around.
I’m not going to name one. In my business, it’s not a good idea to start naming favorites. But I will say that it’s not hard to find them. If you dig deep, when you think you’ve found one, just read The Chronicle of Higher Education or Inside Higher Ed—you’ll see who the leaders are.
The top institutions are almost always the ones with a clear, well-executed plan. They don’t operate haphazardly, they aren’t just throwing courses online, and they’re highly intentional and focused. You can see it in their websites, their advertising, and their marketing efforts.
At the same time, it’s also really easy to spot the ones that aren’t doing it well. While I won’t name names, I don’t think you’d have any trouble identifying both the top players and those that aren’t quite meeting the mark—especially if you take a closer look.
I’d start with the student-faculty ratio—are they running a massive MOOC-style program, or is it truly learner-focused?
Student support is crucial. Is there a 24/7 help desk? Do they offer a one-stop service for questions about registration, financial aid, or accommodations, or do students have to call five different offices?
I’d also ask how long the program has been running, its graduation rates, and the mix of traditional vs. adult learners. Rankings can help, but alumni reviews on LinkedIn often reveal more.
Major red flags?
One thing I learned early on at UT is that schools often misunderstand how to market online programs. Back then, some thought placing ads in The Wall Street Journal or Time was the way to go—ignoring the fact that online students search online, not in print.
For schools serious about marketing online programs, they have three options:
But marketing alone isn’t enough—institutions also need solid market research to guide which programs they launch. Some firms specialize in both marketing and research, helping schools assess viability, target audiences, and competition.
It all comes back to vision. If a school claims it’ll be a global online powerhouse in 10 years, my response is: No, you won’t. International marketing is a different beast—U.S. schools must outsource it because few have the expertise to recruit globally.
For national programs, some institutions may manage marketing in-house, but no matter the scale, schools must be careful not to oversell themselves.
Exactly. If too many students enroll and the institution isn’t prepared to support them, it quickly damages their reputation.
Word of mouth is both the best and the worst form of marketing. If students start posting negative experiences online, that can sink a program’s reputation almost overnight.
Absolutely! Thank you so much. This was fun, and I’m glad we could do it.
