Well, I clicked on your post because the title was catchy. Great job. :)
Glad to hear about your experience with MAT. I think part of the reason it works for you is that you are also intentional and receptive about engaging and being engaged, which I've appreciated as one of your professors. You raise an interesting question related to the comment that "students who struggle will likely struggle more online"; your argument resides in whether learning something new is not challenging for us all. While I don't have a citation, I heard reports both in support of and contrary to this statement from COVID--some students who struggled just disappeared in the online environment (not joining classes, never turning on a video or mic); others, however, flourished--students who never would speak up in class found a voice in the online opportunities available to share (chat, video, etc.). So, one question might be how to motivate students to engage in online interactions; another might be how to teach students how to engage effectively online.
Glad to hear about your experience with MAT. I think part of the reason it works for you is that you are also intentional and receptive about engaging and being engaged, which I've appreciated as one of your professors. You raise an interesting question related to the comment that "students who struggle will likely struggle more online"; your argument resides in whether learning something new is not challenging for us all. While I don't have a citation, I heard reports both in support of and contrary to this statement from COVID--some students who struggled just disappeared in the online environment (not joining classes, never turning on a video or mic); others, however, flourished--students who never would speak up in class found a voice in the online opportunities available to share (chat, video, etc.). So, one question might be how to motivate students to engage in online interactions; another might be how to teach students how to engage effectively online.