In addition to active, intended interaction, there is valuable passive interaction as well. Disclosure of learning. Students post answers to study questions before they read the lesson, and then post again after reading the lesson, revealing misconceptions that have been resolved, improved understanding of concepts, and new knowledge gained. Faculty can see and respond to these messages, and the community grows closer through a mutual agreement to make their learning public. Progress and pacing.
Students post simple progress reports for all to see at the end of each lesson completed.
Students who are falling behind get noticed and can be helped by faculty or fellow students. Students may feel more motivation knowing how they are pacing relative to the class. Exchange of information and assignments. Generally, it has been easy for students and faculty to communicate effectively within this environment. They send one another messages, documents, and graphic displays of solutions to math problems.