an example of online learning being successful, is taking part is some synchronous art classes where the list of equipment and materials needed was provided a couple of weeks before the class started, cameras were carefully set up so you could see the teachers work/working, examples were provided to show what we could work to and the teacher successfully dealt with students who were dominating by managing the breakout rooms. Also the classes were relatively small – the same size as they would have been face to face, allowing time to provide individual attention if needed. Clear timings were given. The teacher had thought about the students experience.
unsuccessful online learning was when a lot of the above didn’t happen! Sometimes too the answers in asynchronous tests are not well though out and are obvious whether you have read the previous information or not.
One aspect of the article, I found interesting, is the challenge of creating an adaptive learning, where the programme customises content and training methods base on learner responses. It would be useful to know more about in terms of developing and structuring the resources and accessing the research (in EFL/EAP) that would provide the bank of knowledge to identify the common errors – an argument for creating materials collectively rather than individually