7.3 Building connections

In post-secondary education, there is an important link between a student’s learning environment and their feeling of a sense of social belonging (Braxton, Milem & Sullivan, 2000; Meeuwisse, Severiens, & Born, 2010). For some students, online learning may feel isolating and the physical distance from campus may change how they have previously engaged with the university community and resources. Creating opportunities to connect in your online course may look different than in courses you’ve previously taught. Meaningful and authentic connection with you and peers will help students succeed during this time. One of the ways you can do this is by establishing a learning community. This topic is addressed further in 6.3 Creating a learning community in Module 6.

Since you and your students will not be physically co-located, opportunities for connection in online learning environments are obviously different from opportunities in in-person courses. Consider how you can encourage students to build connections with you, the course TAs, and each other through your course design and by using both synchronous and asynchronous methods.

Student-student connection

Encourage study groups. You can set up a recurring Zoom meeting for your students to meet synchronously without you.
Practice cooperation. Start off with team building exercises before having them collaborate on a task. Team members can be asked to select a name for themselves and outline their rules of engagement (Matuga, 2007).
Consistent groups. Consider assigning group projects where students are in the same group throughout the term. This allows students to get to know one another and grow comfortable working together. Keep in mind that students may be joining your course from different areas of the world with different time zones.
Engage during a live session. Explore the use of interactivity such as break-out rooms or polls during synchronous sessions. These can be used to help build social connections as well.
Set up ‘off-topic’ discussions. A casual, ungraded discussion forum for off-topic and informal conversations can serve as a place students can discuss other topics of interest that may not be directly related to the course (e.g. "Post your memes here" or "Netflix recommendations").

Student-instructor/TA connection

Introduce yourself. Let your students know what it’s been like for you adapting to this new course delivery method. They will appreciate the honesty and know there is a “real” person (or people) teaching the course.
Host synchronous office hours. Consider varying the time for students who are learning from different areas of the world. You might also incorporate discussion that goes beyond the course content in office hours such as talking about current events or how students are doing with online courses.
Coffee chats. Consider hosting small group meetings at various times throughout the term. This allows students to get to know you in a less intimidating environment than a 1:1 meeting.
Embrace questions. Reassure students you care by responding within a clear timeline to all emails. You could also create a “Ask the professor” discussion board for student inquiries.

Student-community connection

Pay attention to early warning signs (e.g., sudden deterioration in quality of work, consistently missing deadlines, stops communicating) that students may be struggling and reach out proactively.
Remind students about resources outside the classroom. Even though they may not be physically on campus, they are still a member of the UBC community. Clubs may be holding virtual meetings and students may be able to connect in-person in small groups.

Many of these strategies were generated by instructors who participated in Remote Teaching Institute sessions. For more ideas, explore the full list of strategies.

Many of these strategies were generated by instructors who participated in Remote Teaching Institute sessions. For more ideas, explore the full list of strategies Download explore the full list of strategies

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