A dynamic interaction between teacher and student is possible in e-Learning, but is not a requisite.
As a result, changes in the instructional strategy and student engagement were possible.
Since data was collected by the lecturers, potential desirable responses in a student-teacher relationship were possible.
In addition, as the data that was requested was potentially sensitive such as dagga smoking, alcohol use, and sexual intercourse among students, it is possible some students who may have engaged in such behaviours may have failed to report them.
As three of the five erroneous AOA claims in that study were from osteopathic students, it is possible that this was due to students attributing this moniker to the American Osteopathic Association.
Because instructional videos are typically watched by individual students, it is possible to conduct random-assignment experiments in the context of ongoing authentic instruction by assigning students to watch different versions of the instruction (c.f., Stigler & Givvin, 2017).
The real promise of online education, experts say, is providing learning experiences that are tailored more to individual students than is possible in classrooms.
Krueger and Carsrud (1993) also point out that by studying students, it is possible to investigate the related phenomena before they occur.
By comparing the three cohorts of students, it is possible to investigate the relationship between curriculum exposure and level of quantitative literacy.
The choice of type of visit is often dictated by the number of students it is possible to accommodate together in the department; extended visits are usually only possible as a course option open to a few students.
As for the religious or philosophical position of the interviewed students, it is possible to observe a significant difference, where the highest average was obtained by atheists/agnostics, followed by adherents of spiritism.
