Jason Collar

From this module, I’ve learned how important it is to use thoughtful communication strategies that build trust and connection with students, especially in an online setting where face-to-face cues are missing. Techniques like using tentative language, sharing appropriate personal experiences, and carefully structuring responses help create a supportive environment that encourages students to engage and feel heard. I plan to apply these strategies by incorporating them into my regular interactions with students, whether in emails, discussion boards, or feedback, so that they feel more connected, understood, and motivated throughout the course.

This module helped me understand the impact of technology mediated communication on relationship building in online learning. I learned that the absence of nonverbal cues can lead to misunderstandings, and that establishing social presence, making interactions feel human, is key to student connection and retention. Going forward, I will be more intentional about how I communicate digitally, especially with students. I will aim to be warm, responsive, and clear, and whenever possible, I will choose communication tools like video or voice that strengthen connection and help students feel seen.

This module helped me better understand the unique needs of online learners, especially those who are balancing school, work, and life responsibilities. I’ve learned that building strong relationships and consistent communication can make a big difference in student retention and success. Moving forward, I’ll be more intentional about creating open lines of communication with students, offering support early, and encouraging self-advocacy. I’ll also keep exploring new tools and strategies that foster connection and community in digital spaces.

This module really emphasized how important strong and trusting relationships are to student success, especially in online or virtual learning spaces. I learned that building a working alliance where students feel supported, understood, and guided is key to keeping them engaged and helping them stay on track. In one of my roles, I plan to apply this by being more intentional about early check ins, making myself consistently available as a point of contact, and encouraging teachers to focus on empathy, responsiveness, and clear communication with students. It is a reminder that every interaction can help students feel more connected… >>>

Critical thinking is an essential higher-order skill that can be developed through intentional, collaborative, and problem-based active learning strategies. It involves helping students engage deeply with ideas, communicate effectively, and construct their own knowledge through meaningful reflection and discussion. I intend to apply this by designing activities that encourage students to explore multiple perspectives, analyze real-world scenarios, and reflect on their learning using tools like blogs, group projects, and role-playing to make thinking visible and relevant.

I learned that implementing active learning in online courses requires intentional planning, clear communication, and a mindset shift from instructor-led teaching to student-centered facilitation. It also involves addressing both instructor and student resistance, setting clear expectations, and scaffolding the learning experience. I plan to apply this by gradually integrating 3–5 active learning strategies aligned with course objectives, using clear rubrics, consistent communication, and upfront guidance to help students understand the value and structure of active learning from day one.

Incorporating active learning into online courses requires thoughtful planning, a shift in mindset, and clear communication with students. It is about helping students take ownership of their learning while overcoming both instructor and student misconceptions. I intend to apply this by preparing students early with clear expectations, using short, purposeful video segments, and creating structured yet flexible opportunities for collaboration, reflection, and critical thinking.

I learned that active learning shifts students from passive recipients of information to engaged participants in their own learning. It promotes deeper understanding through activities like discussions, problem-solving, and reflection. I plan to apply this by integrating more interactive elements into my online course, like polls, collaborative tasks, and breakout discussions, to keep students engaged and encourage critical thinking.

I learned that making a course accessible means designing content with all learners in mind from the start, using captions, alt text, transcripts, and accessible document formats. I intend to apply this by reviewing all my course materials to ensure they meet accessibility standards and using tools like accessibility checkers to proactively remove barriers for students with disabilities.

I learned that there are a variety of assistive technology tools, such as screen readers, speech-to-text software, and captioning tools, that support students with different types of disabilities in online learning. I intend to apply this by exploring and incorporating AT-friendly formats and tools into my course design, making sure my materials are compatible and accessible to all students from the start.