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A student’s initial introduction into higher education can be exciting and frustrating, especially when the student is enrolled in their first online class. This year I taught a newly created first-year experience course at a vocational based higher education institution. 
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Claudia Moulin is a typical first-year English Literature student. Her institution has a virtual learning environment (VLE) that she uses daily to access course information and course materials. She finds it difficult to navigate, clunky and dated. She is also frustrated by the differences in how her lecturers use it - some use it a lot, others not at all. During Fresher’s Week, her institution offered VLE training but Claudia did not attend. She assumed that because she can easily learn how to use other websites, platforms, and apps, she wouldn’t have any trouble using the VLE. A month after classes begin, Claudia signs into the VLE to upload an assignment. It’s 11:52 and her assignment is due at 12:00. Unable to easily find the submission link, Claudia misses the deadline and has a 10% grade penalty.
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"Somewhere between our collective obsession with predictive analytics and infatuation with adaptive learning, higher education wonks and practitioners are making time to deconstruct the quality attributes of online courses." Via EDTECH@UTRGV
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The Generative Learning Theory is based on the idea that learners can actively integrate new ideas into their memory to enhance their educational experience
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