An example would be the student not getting positive feedback from the teacher in person to feel positive about the growth in their learning. When the teacher has an active presence online, positively encouraging each student independently either in discussion posts or email it helps to encourage students to continue to try hard and put forth a great effort. “An active presence on the part of the instructor—one in which s/he actively guides and coordinates the discourse—relates positively to both a students’ sense of connectedness and learning (Shea, Li, & Pickett).”
An example would be the students not having opportunities to interact with each other online and create a comfortable social learning environment. The online environment needs to be created with assistance by the teacher and the course layout, so students have many opportunities to connect and interact with each other either through discussion, assignments, email etc. “Student-to-student interaction is vital to building community in an online environment, which supports productive and satisfying learning, and helps students develop problem-solving and critical thinking skills (Kolloff, 2011).”
An example would be; how much time does a student spend interacting with the course content (discussion posts, readings, questions, and reviewing overall content). If students spend quality time reviewing the course content and are given a minimum amount of time to spend on each module by an actual number in hours or minutes, or to break it down even further each discussion question, assignment etc. This would help students to be able to have an idea of the amount of time that should be spent on the online course in each section to help them achieve better marks but also a better way to focus their learning in an online course. “Learners who spent more time interacting with course content achieve higher grades than those who spent less time with the content (Zimmerman, 2012).”
Student-Interface (LMS) Interaction
An example would be students needing more interactive course materials throughout the interface. Teachers can add in audio lectures, record videos of a lesson, set up self-tests for students to test themselves on course knowledge, and review games set up for students to review content and learning without teacher testing directly. “When integrating Learner-Interface interaction, the objective is to give students a tool to interact with repeatedly until they master the intended outcomes, receiving clear instant feedback when they need to correct themselves. Offloading the work of low-quality interactions with students is one of the greatest strengths of the LMS, freeing instructors to focus on high-leverage teaching practices (Curran, 2013).