Advancements in technology and innovations in education allow universities to entertain new ways of teaching and learning. Some views of what higher education should look like today include that it be easily accessed by anyone who wants to be educated, that it cost less than it currently does, and that there be a significant increase in student engagement, experience, and the quality of education. This paper presents quasi-experimental data of how various online tools and teaching strategies impact student learning outcomes, satisfaction and engagement. Specific variables impacting social presence, affect, etc., where tested to determine their impact on different student outcomes such as grades, feelings of isolation, student engagement, and perceived authenticity of course materials. Findings suggest that, despite the literature, only some factors had a significant impact on student outcomes and that while some outcomes transferred well online, others did not; particularly, peer activities and participation in some course components were hindered online. Considered here are students' experiences with online learning, including hybrid and inverted courses, and teaching strategies that help meet challenges in different higher-education learning contexts. [For full proceedings, see ED557189.]