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"The online teachers provided support by building ties to students through interactions via discussion forums and individual communications. Peers also provided support through online forums and webinar-facilitated exchanges. Online teacher and peer student support contributed to the formation of virtual online learning communities. This is important as social and academic integration are mechanisms for retention and success. This research is significant as the numbers of online students have increased markedly in recent times, but student support services do not appear to have changed accordingly. Further, support models for retention and success have not been adequately adapted to suit online learners' needs."

"In remote teaching, it's easy to forget that students are real people. Here's why connecting early and often with them is vital, and how to do it."

"A professor's in-depth survey of students before and after courses went virtual offers insights into how colleges can improve. The key elements: a thoughtful mix of flexibility and structure."

"Instructional videos can help students learn at their own pace and free up time for teachers to support students individually."

"...it's essential to understand how to build authentic connections with your students to engage them in learning. ...here are my go-to tools for building meaningful connections with students in the digital classroom"

"Rhythm, routine, and relationships" in addition to backwards design, mostly asynchronous learning to help students having connection issues, family issues, and more than one class online.

Online students don't have to work alone

This about high-enrollment courses, but there are many ideas to consider for teaching any online course. Abstract: "Class size has been a popular topic for decades. There is renewed interest in this topic now with the growth of online learning. Online courses can accommodate hundreds, if not thousands, of students in a single course. Very little research, though, has been conducted recently on class size in online courses and the research that has been conducted is mixed. As the demand for online courses increases, so likely will class size. In this exploratory study, we investigated the perceptions and experiences of 37 faculty teaching high-enrollment online courses. In the following article, we report the results of our inquiry, implications for practice, and areas for additional research."

"Part 1: WHAT? A comparison of the seven most widely used online course design rubrics, along with their collective strengths and limitations Part 2: SO WHAT? A discussion of why using these rubrics has become so important, and some early evidence of impact Part 3: NOW WHAT? Recommendations for what the rubric providers and adopters should do next to increase online student success further"

"Part 1: WHAT? A comparison of the seven most widely used online course design rubrics, along with their collective strengths and limitations Part 2: SO WHAT? A discussion of why using these rubrics has become so important, and some early evidence of impact Part 3: NOW WHAT? Recommendations for what the rubric providers and adopters should do next to increase online student success further"

"Consider student needs, maximize engagement, and decide on qualitative and quantitative measures of success

Guest speakers, small group work with shared contracts, class discussions with student jobs

"This article advocates that, through collaborative technology‐mediated tasks, we can promote productive language output (spoken and written) and the type of interaction that facilitates language learning and motivates students to continue improving their language skills."