However, when students learn that it is normal to experience academic struggle and that such struggle does not demonstrate their lack of belonging, they have improved their educational outcomes compared with students who do not receive such messages (Walton & Cohen, 2007; Vaccaro et al., 2015).

She considers herself an old dog who has learned new tricks to step into online teaching and Universal Design for Learning

Institutions are far less likely to require training than to offer it. Almost a quarter of institutions (23 percent) don't require professors to do any of a list of eight activities, and the proportion of CAOs saying they required participation in individual activities ranged from a high of 45 percent for self-paced training on the institution's online education technology (learning management system, etc.) to about three in 10 for training on online course design. Thirty-seven percent require instructor-led training on effective online teaching methods.

For example, in its literature review, the report identified as a key theme the importance of meaningful interaction between students and faculty members. It said a lack of sufficient interaction “is likely online education’s Achilles’ heel.”