Very interesting read. We're all familiar with the archetype personalities that disrupt in classroom learning. It was interesting to read that there are also common groups that most online learning disruptive personality types/behaviors fall into. 

I like the ways mentioned to help offset the lack of nonverbal communication when using online learning. I often try to put a little personality into my feedback to students through various means they've listed like using emoticons and lol. I wondered if this was unprofessional, but I'm glad to hear that if a bit of professionalism is lost to bond forming, that it's worth it. 

I think it's a good reminder that things we take for granted in face-to-face settings, like getting to know our students and their interests, are going to take a bit more effort to do online, but are still possible. I like the part about having students post bios about themselves. You can really get to know them that way, and it starts to build a community between the students so they don't feel so isolated. 

So far the course has pointed out a lot of things that may seem like common sense, but are frequently taken for granted. Such as the need for there to be an organizational flow to an online class, ie modules containing smaller sub unit lessons. Also the fact that learning is accomplished more so in a setting where the learner feels supported and like there is somewhere there to answer questions for them. This means that turnaround on questions, feedback, and grades needs to be timely. It also talks about things like making sure you know and follow correct release… >>>