It is necessary to use consistent template formatting and ensure brevity in the materials to ensure student interest is maintained throughout the course. 

The ideas expressed in the module made me think of my current students navigating the Remote learning process brought upon by the Covid-19 crisis.  Normally, I keep paper records but have had to change to electronic record management and adjust the methods for monitoring student progress.  I also thought about the efficacy of the suggestions to increase student participation for all the types of learners mentioned and realized, that as a school district, we need to provide better tools to help all of our learners navigate electronic learning formats.

As a result of this module, I have incorporated more check-ins. and have contacted my district technology administrator about added the Gooogle Group function to my classroom pages to keep a Q and A forum open at all times for asynchronous learning.  It was also interesting to note the attention that should be paid to the careful administration of synchronous learning timeframes including allowing time for socialization. 

This section reaffirmed the need to project your professionalism and passion even though you are not physically present.  Even within the online platform, you must connect with your students on a personal level.

It is interesting to see read and listen to the responsibilities of the instructor and what the CMS should be able to do as we are shifting from the classroom to the online platform.  Much of the technological supports are still missing at my district and create prohibitive practices for effective online instruction.

With proper time management, the instructor can ensure he/she is providing the student with detailed feedback for improvement.

Online teaching can not be effective for teacher or student if time management and proper organizational skills are not enforced. 

Without proper organization and time management, the online learning process will not achieve the desired end result.