This module helped me better understand how intentional communication builds connection and supports student retention in online environments. I learned that strategies like using students’ names, validating emotions, and being mindful of tone and word choice can significantly strengthen rapport. Going forward, I plan to apply these relational writing practices and use more personalized, supportive communication to help students feel seen, heard, and supported.

This module helped me better understand how technology both supports and complicates student retention in online learning environments. I learned that while retention technologies and data tools are important, they are most effective when paired with strong human connection and intentional communication. I was especially struck by the importance of social presence and how the choice of communication tools can influence how supported students feel. Going forward, I plan to be more mindful of how I use technology to communicate clearly, warmly, and consistently with online students.

Understanding the characteristics of online students helps improve service by reminding us that many learners are balancing work, family, and school at the same time. Knowing that online students must rely heavily on self-management, self-advocacy, and written communication encourages instructors and staff to be clearer, more proactive, and more responsive in their support. When we recognize common challenges such as technology gaps, time constraints, or hesitation to ask for help, we can anticipate needs and offer guidance before problems escalate. This awareness ultimately leads to more empathetic communication and more effective support for online learners.

This module highlighted how strongly student retention is connected to relationships and a positive campus climate rather than student effort alone. I learned that frequent, meaningful interactions between students and faculty play a critical role in helping students feel connected and supported. Going forward, I plan to be more intentional about proactive communication, setting a welcoming tone, and checking in with students regularly, especially in online courses. These efforts can help foster belonging and improve student persistence.

This module reinforced how important it is to design online courses with accessibility in mind from the beginning, not as an afterthought. I learned more about universal design principles and the practical steps instructors can take, like using accessible document formatting, captioning videos, and providing transcripts. Moving forward, I plan to post materials early, offer content in multiple formats, and be more intentional about making LMS activities and assessments accessible for all learners.
 
 
 

This module expanded my understanding of how varied assistive technology tools are and how essential they can be for students with disabilities to fully participate in online learning. I learned that accessibility goes far beyond captioning videos and includes software, hardware, and LMS design choices that can either support or hinder student success. I was especially struck by how many commonly used LMS features, such as timed quizzes, chat rooms, and discussion tools, can create barriers if alternatives are not offered. Moving forward, I plan to be more intentional about choosing course tools, providing multiple options for participation and submission,… >>>

This module helped me better understand the legal responsibilities instructors have under the ADA and how those responsibilities apply to online learning environments. I learned that accessibility is not optional and that both public and private institutions are legally required to provide reasonable accommodations when students are otherwise qualified. It reinforced the importance of working closely with the Office of Disability Services rather than trying to manage accommodations independently. Going forward, I intend to be more proactive by ensuring course materials are accessible from the start, especially multimedia content, and by clearly directing students to disability services when accommodations are… >>>

This module helped me better understand how common hidden disabilities are among online learners and how easily course design can unintentionally create barriers. It also hits close to home for me because my daughter has a disability, which made the content feel especially meaningful and real. I was struck by how things like uncaptioned videos or rigid live discussions can limit student participation without instructors realizing it. Moving forward, I plan to apply universal design principles by providing transcripts or captions for multimedia, offering multiple ways for students to engage with course material, and allowing flexibility in how students demonstrate… >>>

Understanding and connecting the personality traits of pharmacy instructors and students helps improve communication, engagement, and collaboration in both classroom and online settings. When instructors recognize students’ learning preferences and communication styles, they can tailor instruction to meet diverse needs. Likewise, students who understand their instructors’ traits can interact more effectively, ask better questions, and engage in teamwork—skills that are essential for safe and patient-centered pharmacy practice

Understanding the personality traits of online pharmacy instructors and learners helps improve teaching, communication, and collaboration in virtual settings. Recognizing different learning and interaction styles allows instructors to adapt their approach, engage students more effectively, and foster teamwork. These skills are essential in pharmacy, where clear communication, collaboration with colleagues, and patient-centered care are critical for safety and quality outcomes.