The purpose of this paper is to discuss best practices and the evidence literature related to online education. High quality educational experiences in human factors and ergonomics (HFE) are of interest to the global ergonomics community in order to promote the development of the profession, enhance the skill set of HFE practitioners, and facilitate the translation of knowledge into practice (Dul et al., 2012). Online education provides a potentially powerful tool to connect HFE practitioners and students at a global level and is an effective educational method that produces equal or superior learning outcomes as compared to more traditional face-to-face learning environments (Allen & Seaman, 2010). In addition, new technology makes online education attractive to both learners and instructors as multiple methods of delivery and design are available to enhance communication (Rovai, Ponton & Baker, 2008) and meet the educational goals and the needs of the learner (Trujillo, 2007;Shearer, 2007). However, the quality of the education experience and careful attention to course design and delivery is necessary to achieve the desired learning outcomes and meet needs of adult learners in the online learning environment.

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