In the digital education landscape, online course instructors may struggle to create meaningful student connections. As someone who primarily teaches in-person undergraduate courses, I focus on designing classes that promote student interaction. This involves encouraging collaborative projects and regular peer feedback. Many students appreciate these interactions, often forming partnerships with classmates and choosing to continue classes together to maintain collaboration.<\/p>\n
I recently began teaching an asynchronous graduate-level course and was concerned about replicating these interactions in an online setting where students are not present simultaneously. I recognized collaboration as a crucial element of the learning environment and aimed to establish a cohesive learning community. My previous online classes lacked the desired level of collaboration and engagement, prompting me to seek improved teaching strategies.<\/p>\n
Creating a collaborative environment enhances students’ social and emotional growth. The Collaborative for Academic, Social and Emotional Learning (CASEL) outlines five key social and emotional learning (SEL) skills: self-awareness, social awareness, responsible decision-making, relationship skills, and self-management. Integrating these skills into courses allows both students and instructors to work in collaborative settings, fostering community and understanding diverse perspectives. These experiences contribute to students’ social and professional development. According to CASEL (2026), students thrive in environments with trust, motivation, engagement, safety, and belonging.<\/p>\n
I aimed to develop a course where students could build professional peer networks and receive valuable feedback. While my in-person classes naturally establish trust through interaction, achieving this in an online graduate course was challenging. I examined my in-person teaching methods and reimagined those activities for an online format. By consulting colleagues and exploring online teaching methods, I identified ways to foster a learner community in my online classes.<\/p>\n
One method is using Canva slide introductions, where instructors and students create slides to introduce themselves. These are shared in a slideshow or discussion board, encouraging positive feedback and connections. This activity enhances social awareness and relationship skills, key components of SEL, by helping students learn about each other and connect with peers and the instructor.<\/p>\n
Another approach involves check-in discussion boards or emails, where instructors reach out to students with questions. For larger classes, this can be posted on a discussion board. Such check-ins, typically occurring early in the semester, allow students to express concerns and feel supported, fostering rapport and collaboration, and enhancing students’ self-awareness.<\/p>\n
Innovation labs or “group huddles” are another strategy, creating online collaborative workspaces within the learning management system. These spaces encourage student discussions, idea sharing, and brainstorming without grading pressure. Instructors set up these labs at various points during the course, fostering self-management and social awareness while promoting student collaboration.<\/p>\n
Padlet, an interactive bulletin board app, allows instructors to post topics and questions for student engagement. Students can respond to posts and create their own, encouraging peer interaction. Padlet serves as a space for sharing ideas and fostering connections, enhancing students’ social awareness and empathy through diverse perspectives.<\/p>\n
Online classrooms can match the interactivity of in-person settings when instructors design student-centered spaces. Creating collaborative environments promotes community and supports social and emotional learning. According to Hosseinioun, Neffke, Youn, and Letian (2025), essential social skills like communication, empathy, conflict resolution, and coordinating diverse expertise are key to maintaining productive talent.<\/p>\n