To attract student attention, answer some questions posed in class on-line, post comments on widespread misunderstanding, post sample exam questions and offer bonus points for correct answers. Negotiate ground rules for the kind of help to be offered, as well as for response time frames. In addition to monitoring student use, collect informal student feedback about on-line use. Explain your answer. This information provides a base-line for adjusting instruction during the term.
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Evaluative studies discuss key components of successful on-line courses. Dedicated listservs offer thoughtful commentary. However, there is enough summary information available so that we can evaluate the many opportunities, costs and benefits of on-line instruction. Fourteen General, Research-Based Principles for Improving Higher Learning in Our Classrooms. AAHE Bulletin , 45.