“Connectedness is not a strategy, it’s an intention, not a technology, but a relationship, a promise” (Sean Michael Morris, May 2020). 

To move toward building more connectedness into our courses, we need to move away from the old “instructor-on-stage" model of teaching and start to de-emphasize the student-teacher divide.  Building community takes effort and intention.  It does not form automatically, and adding technology is not the solution.  You will need to demonstrate safety, especially cultural safety, and then constantly work to honour it.  

Many instructors new to online teaching focus on connectivity over connectedness.  Generally, this means instructors try to replicate the control they have in a physical space, in the online one.  This might look like:  

  • Using plagiarism detectors or remote proctoring services  
  • Too much punitive language, not treating students like adults 
  • Over-zealously tracking student behavior in the LMS (Moodle) 
  • Emphasizing grades/marks to a heavy degree 
  • Trying to keep students too ‘busy’- not understanding their broader life contexts 
  • Using technology tools without consideration for privacy and accessibility 
Key words to keep in mind when thinking about community: * Availability * Kindness * Generosity * Patience * Connectedness * 

Building community and connectedness in your classroom 

  • Be real, be human, be present.  Situate yourself within your course (i.e., locate the origin of your identity and experiences).  Doing so reminds us that we don’t have access to every experience.  Use accessible language.  Admit to your shortcomings and model growth.  Reveal your personality.  Introduce yourself personally and professionally.  Share your interest in the course content.  Include short videos to help show your personality.  Post a photo of yourself in your natural environment on your course page.  Acknowledge your privilege and limitations.  Describe your personal struggles as a student.  Model learning new things (e.g., new technology).  If teaching from home, introduce your students to your pets, your family members.  Respond to discussion posts so your students know your listening. 

Reach out 

  • Email or phone students who seem disengaged early on or who seemingly disappear.  Direct email each student right before or at the very start of your course to welcome them and see if they have any questions.  Show that you care and can help get students back on track before they fall too far behind.  

Be available 

Encourage

  • Encourage informal communication between students.  Provide a space for student congregation without instructor presence.  Social media or collaborative apps can assist. 
  • Support students as individuals, adults and professionals.  Relationships and well-being can take priority over assignment and behavioural compliance.  
  • Support the bigger picture. Build a connection to 1 or 2 key people who can provide students with information and support.  Coordinate introductions to these people (Library, academic supports, program supports, counsellors).  This is especially important for first year students new or unfamiliar to the environment. 

Connect

  • Connect with your students as individuals.  Make time to ask about something fun students are doing (outside of classes).  Greet students by name. Use the chat, polls or reactions in a synchronous class to check in.  Send messages to individual students in Moodle like a friendly tap on the shoulder.  Keep a student journal of things personal things students have shared so you can reference it in future conversations. 
  • Find out where your students are and make your classroom there.  Use words, conversation, pictures, questions to make the learning space welcoming and accessible to your students.  Find out what social media they use and consider using it as a communication channel for your course. 
  • Facilitate connection between students.  Create space for unfacilitated learning to support inter/intra-disciplinary connections.  Create space for play and fun.  Laughing builds community.  Build in sufficient time for students to introduce themselves and get to know one another.  Consider opportunities for group work.  Encourage the creation of study groups for working on things together.  Insite class conversations through meaningful discussion prompts.  Encourage informal engagement outside of the formal class channels.  Include intro activities at the start of your course.  Add a “Random Glossary Entry” block to your course page and have students’ intros randomly rotate on your course page throughout the term.  It is helpful to be familiar with the courses or programs students are engaged in. 

Additional Resources

Last modified: Monday, December 20, 2021, 11:13 AM