In today’s digital education landscape, faculty members teaching online may struggle to create meaningful connections with students. As someone who primarily teaches in-person undergraduate courses, I focus on curating my classes to facilitate student connections. I encourage collaborative project work and regular peer feedback. Students generally respond well to these interactions, enjoying collaboration and class discussions. Many students form partnerships and continue taking classes together to maintain collaboration.
Recently, I began teaching an asynchronous graduate-level course and was concerned about replicating similar interactions in a setting where students aren’t engaged simultaneously. Recognizing collaboration as a crucial learning component, I aimed to build a strong learning community online. My previous online classes lacked the desired level of collaboration and engagement, prompting me to seek improved instructional methods.
Creating a cooperative environment enhances students’ social and emotional growth. The Collaborative for Academic, Social and Emotional Learning (CASEL) outlines five SEL competencies: self-awareness, social awareness, responsible decision-making, relationship skills, and self-management. Integrating these into courses helps students and adults work collaboratively, understand diverse perspectives, and supports both social and professional development. CASEL (2026) emphasizes the need for trusting relationships and environments where students feel motivated, engaged, and safe.
I aimed to create a course experience encouraging professional peer groups and insightful feedback. While my in-person classes naturally build trust and camaraderie, replicating this in an online graduate course proved challenging. I reconsidered my in-person activities and sought input from colleagues and other online methods. This exploration led to several strategies for fostering an online learning community.
One idea was using Canva slide introductions, where instructors introduce themselves in the first week, and students create their own slides. These slides are compiled or posted on a discussion board, encouraging peer connections and feedback. This activity promotes social awareness and relationship skills.
Another strategy involves check-in discussion boards or emails, where instructors reach out to students to address questions or concerns. This approach helps build rapport, encourages collaboration, and fosters self-awareness as students introspectively consider their class inquiries.
Innovation labs or group huddles in the learning management system create collaborative spaces for student discussions. These spaces allow students to freely brainstorm and provide feedback without grading pressure. Instructors oversee discussions, promoting self-management and social awareness.
Padlet, an interactive bulletin board app, allows instructors to post and students to respond, fostering conversation and idea generation. Students can share posts and comment on peers’ contributions, enhancing social awareness and understanding of diverse viewpoints.
Interactive online classrooms, with planned student-centered spaces, can match the engagement of in-person settings. Building collaborative workspaces encourages community and social and emotional learning. According to Hosseinioun, Neffke, Youn, and Letian (2025), social skills like communication, empathy, and conflict resolution are key to maintaining productive talent.
Original Source: facultyfocus.com
