Consideration of what students need hasn't changed too much, but the way you present information must change.  Students still learn in different ways, so the way you present your class has to address these different ways.

I do feel one must put in a lot more thouight in how the class is structured in order to meet most of the same needs...there are several more ways of transfering infrmation beside those ways some of us older teachers were used to...

Rubics have grabbed my attention.  It did not occur to me as a tool used to increase student involvement, especially student-to-student.

Building upon previous experience/learning is what its about.  I always try to get to know something about my students both before and during a class.  Not everyone has the same background, so sometimes I can help them more if I know what they already know-or don't know.  My goal is to help them add to what they already have, to build upon it, and encourage them to move ahead with-hopefully-a little more confidence.

Matching the length of modules and applying consistent guidelines are probably more important than I originally thought.  Anything that keeps student's attention and encourages course completion is always a big plus.

Biggest issue with our school is students who hold full time jobs with full time families.  Any interuption in their schedules can cause ripples in the course requirements.  These might be late or total lack of any work assignments, or work assignments that barely meet course requirements, which might lead to dropping.  I have found that getting to know the student's background/situation early on can help save the day.  I see my obligation as one who can help them meet a goal rather than just pass or fail them.

I have used asynchronous meetings almost exclusively since my students go online at various times.  It never occured to me that this method worked well for those who might be somewhat shy about speaking up in a 'live' setting!  It does prove to be a challenge to manage my response time, so I review their posts throughout the day. I use personal e-mails to encourage some folks if it looks like they are 'slow' to respond, but I know these folks are usually parents or working double shifts, and I try hard to make it easier for them to keep… >>>

I always furnish proof of my experience and training during Day 1.  I also comment on why the subject(s) we will address are relevent to their careers.  I'll admit it never came to me that I should -or could-include much of the same from students.  I have asked questions such as "Why did you sign on" during the first week in a manner that all could relate to, but I now believe this could be a better way to do so.

Our on-line courses came suddenly thanks to concerns dealing with virus transmission.  While delivery was capable, we didn't always make some requirements clear--such as how to address retakes (number and due dates), required discussions (chat sessions), and posting a summary after every module (goals should have been posted more completely as well).  So far these shortcomings have been clearly identified....

We have the same problem.  While the instructor can furnish a test---who gives it?  Generally, another instructor can administer the exam, but there have been times where someone else (anyone handy) has had to proctor the exam, with the original instructor merely scoring the test.  I really don't like this, but am at a loss on how else to handle it.  Any other suggestions out there?

I'm glad you brought this up!  Those same quiet students seem to surround you after class or at breaks. I understand their timid nature and know it can be based on lots of reasons...and I also agree that giving them an anonymous (safe ?) method of asking questions serves both as a way to answer their questions (and most likely others in class)  and may even help them get brave enough to ask out loud in class at a later date.