There are many different types of behaviors a student can exhibit. It is important to know how to handle disrupted behaviors appropriately. For behavior management in e-learning, a noisy student can be locked-out depending my institutions policy. 

Asynchronous discussions: Happen at different moments, over a period of time. 

Synchronous discussion: Real time chat sessions, should NOT be used to discuss important coursework. 

Publishing my biography as an instructor and requiring students to as well can be an effective way to begin your e-learning community. 

Set expectations. Support is crucial for their success which should include both learning support & technical support. 

If students can have a good sense of where they are going, that will give them a motivation to reach their educational goals. Breakdown: if students do their assigned readings/homework, they are more likely to participate. 

As a new instructor: Prepare, Prepare, Prepare. Use resources. Have a checklist.

Your students can be a mirror reflection of how you present yourself. If you are professional and respectful they will mirror that. If you are prepared they will mirror that. If you are excited and engaged they will mirror that! 

It is very interesting to know how much impact frequent communication can have on student success and retention and the statistics of an instructor's effective method of communication, attitude, and support on the students. 

Time management skills, self-motivation, and proper netiquette are crucial for students taking online courses. It is expected for students to prepare for 2-3 hours of study time for each course credit. It is ideal for students to understand what their goals are and how they relate to the content and their life, this will boost their confidence in learning the material as they self-reflect. 

Some of the key takeaways were: 

1. An instructors attitude can be their biggest barrier when it comes to change.

2. Active learning requires more effort on the student and is certainly not made for individuals wanting passive learning. 

3. The instructor or facilitator, should recognize they are a guide in the student's self-directed learning process.