Living in the millennial era has encouraged all the learners to one step ahead maximizing the existed and updated technology for learning. Maintaining autonomous and long-distanced learning should have been introduced and implemented in higher education. Involving in an online learning environment is not enough without the ability to think critically. Critical thinking is the ability that is essentially required for learners in a higher education context. This paper discusses the challenges and strategies for implementing learners’ critical thinking through online learning. This paper used the literature study approach, in which all the information in this paper was obtained from books and journal articles. Briefly, the findings reveal that online learning can be good support for students to improve their critical thinking ability. However, there are also several challenges to do so involving the socio-cultural matter, the students’ previous learning habits, and the familiarity of using updated technology for learning. To end the discussion, the author provides several strategies to overcome those challenges. The well-designed online discussion (interactivity), critical-thinking learning content, and well-maintained instructions are several factors needed by online course instructors in order to improve their students’ critical thinking.

Taman Pendidikan Masyarakat Tanyoe (TPMT) becomes one of examples of how education is still progressing in the heart of rural community in Aceh Besar sub-district in Aceh Province. As learning community in rural area, TPMT faced some challenges in order to regain their existence in the midst of modern learning environment. This case study attempted to see how TPMT preserved their existence as learning community through some strategies in order to serve the community in Lambirah, Aceh Besar. The data were collected through observation, interview and documents. The findings revealed that there were two essential steps needed by TPMT to resolve the issues, namely maintaining the “active relationship” (based on the Social Capital principle); overcoming the issues related to the self and teaching development experienced by permanent and volunteered staff; and utilising the natural potency of Lambirah village and TPMT as the learning community to direct and gain attention from the local policy maker. This case study essentially shared a valuable lesson of being Social Capital actors to the renewal and sustainability of a community.