This module reinforced that engagement online isn't a single strategy but interrelated ones that cover cognitive activation, instructor presence, and peer social presence. I also learned that relying on inference rather than direct evidence from students could lead to misunderstanding or gaps in learning. Going forward, I intend to be more intentional about structuring my online peer-to-peer interaction (small groups, peer feedback, collaborative tasks) rather than hoping it will emerge from discussion boards alone or having to wait to engage within the classroom setting. I will continue to collect more direct anecdotal evidence — through brief check-ins or targeted survey questions — so my sense of what's working is grounded in what students actually report.
