Built for online

When Jada Butler from Bay City, Mich., enrolled in Central Michigan University’s online undergraduate program, she wasn’t testing the waters. She already knew what worked for her.

“I actually had this realization my senior year of high school,” she said. “We were all online due to COVID, and I enjoyed that I got to fit other things into my day. Once it was time for me to attend college, I wanted that to stay the same.”

After completing her associate degree online, Butler was intentional about her next step. She wanted a program that allowed her to structure her day around work, health and personal priorities. “I chose CMU’s online program because I liked the flexibility of an asynchronous program,” she said. “I heard great things about Central Michigan’s online program, and I am glad to be here!”

Now a junior majoring in information systems, Butler’s confidence in her decision reflects something many students are still figuring out: she understands her learning style. That self-awareness has shaped not only how she studies, but how she approaches her future career.

“I have always had a passion for helping others by problem solving and providing insight,” she said.

Alongside that desire to serve, she discovered a growing interest in technology. “I really enjoy business and technology, and I like that with my information systems, I get to sit at the intersection of both.”

Her “why” has evolved over time. “I didn’t think I would ever really be into tech or business because I tend to be more of an artsy or creative person,” she said. “But as I dove more into the field I saw that it’s not always just analytical.”

That intersection—creativity and systems thinking—has become a space where she thrives.

Success in an online program, however, does not happen by accident. Butler is quick to point out that flexibility requires discipline.

“Staying organized and motivated while taking online courses can be tough,” she said.

Her solution is simple and consistent. “I use my planner to plan my weeks out ahead of time either on Sunday or Monday. I go through each course and assign my lectures, homework, quizzes on certain days throughout the week.”

That rhythm allows her to balance a typical day that includes work in the morning, physical activity in the afternoon and coursework in the evening. “For me, a typical day as an online student looks like going to work in the mornings, coming home and doing some sort of physical activity, whether it’s the gym or just a brief walk, and then I sign on to attend to my assignments for school.”

She builds in resets when needed. “I like to take 15-minute breaks if I am doing a long assignment or if I am studying for hours at a time,” she said. “When classes feel overwhelming I usually like to go outside or play with my dog.”

Her advice to students considering an online degree reflects that same clarity.

“First you need to evaluate your own learning style, how you work discipline into your life, and your daily lifestyle,” she said. “Online courses require a great deal of discipline, because you are essentially the one making your own schedule.”

Online learning can feel isolating if students don’t actively build connection—something Butler experienced early on. “Something I wish I had known before starting online classes is how it can get a bit isolating if you do not use your resources to connect with other students,” she said.

Over time, she learned to use discussion boards and group projects to form deeper connections. Her business Integrated Core experience became a turning point. “A moment that stands out the most as an online student for me is experiencing the iCore, and how everything came together at the end,” she said. “I felt like my group and I had built something from the ground up, and I felt very accomplished.”

The iCore, she explained, offered more than coursework. “The iCore allowed us to not only be students, but professionals. It gave us a glimpse of what a career may look like after college.”

Behind that growth is strong academic support. Butler credits her advisor, Karen Arthur, director of Business Student Services, as a steady presence throughout her academic journey. “My advisor has been such a big help with mapping out and registering me for courses,” she said. “I like that she walks me through it, versus me having to figure it out on my own.”

That partnership reinforces an important truth about CMU’s online undergraduate program: students are independent, but they are not alone.

Looking ahead, Butler hopes to continue gaining experience in information systems and eventually pursue project management in IT. “My goals after graduation are to get more experience within my field, and hopefully achieve being a project manager in IT,” she said.

What keeps her moving forward is simple. “What helps me stay motivated is the prize, which is my degree! Knowing that I am putting so much hard work and effort into something that I will eventually say I completed makes it worthwhile.”

Online learning is not designed for every student. It requires planning, discipline and a willingness to seek connection. But for students who understand how they learn—who are ready to take ownership of their schedule and build community with intention—it can be transformative.

For Butler, it already has been.