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Abstract
The significance of going beyond asynchronous online involvement and moving towards a more interactive engagement with distance-learning students has never been more urgent than in today’s covid-19 environment. Students and faculty in traditional face-to-face courses were shifted virtually overnight into an eLearning environment. These students and faculty were particularly vulnerable to this transition. Faculty facing the pandemic may be online instruction novices and a substantial portion of the disengaged students feel they learn better and are more engaged in a traditional learning environment. This paper investigates approaches that can help ease the unexpected transition to online learning to yield a more impactful experience to engage these students in an active learning environment in graduate programs.