judy chan

A combination of Response sequencing and ARCS based emails facilitates a supportive , encouraging,  structured environment which oftentimes, can soften the perceived cold, impersonal on line class 

47% regarded internet as crucial as food, water, & shelter ? Had no idea.

semsory rich communication like video conferencing is often lacking in on line classes , which can lead to miscommunication or misconstrued messages 

Ongoing communication, genuine concern, empathy , positive regard helpful in student retention 

Rubrics very helpful I clarifying expectations, makes it easier for instructor and reduces disillusionment with the student.Also important to set the "tone" for the class from the onset.

I've found that the approach taken in providing feedback to students affects how they receive the information. Students also need to understand that constructive feedback & alignment cues (activity class) is not meant to be criticism on what they're doing wrong. Rather, it's input provided to empower them to do their personal best. This is communicated at the beginning of every semester. 

The 11 core elements were helpful in comparing what has already been implemented versus my areas of opportunity. Active learning methods (Cooperative, problem based and collaborative)- helpful in reaching and engaging students with different learning styles thereby improving comprehension

Availability of ALT & Magpie . 
Didn't realize that there are so many resources available to disabled students "to level the playing field" ....."learning field". Guidelines especially helpful 

Utuilizing LMS does not make it info easily accessible  for everyone 

Helpful to better understand IDEA, Rehab act 504 & 508B & ADA.

It's frustrating when student have not contacted the Office of 

disabilities services and expect instructors to make changes to accommodate the challenges they're encountering. 

clear organization & structure, checklist, reminders to assist students through the learning process

Understanding that there are different disabilities in the student population that are not always apparent, self  reported or classified. Better understanding of the different types of disabilities, many of which has not been diagnosed was helpful.