What is it about online courses? You spend hours developing interactive lesson plans, but there is a lingering suspicion that students are losing focus. As any educator knows, when students become disengaged, retention numbers dwindle. While it is no secret that online courses tend to have higher withdrawal and failure rates than traditional face-to-face classes, educators continue to speculate on the underlying causes. Is it possible that creating an inclusive, accessible online environment is only the first step? If we want to improve the online course experience, we may also need to help foster our students’ sense of belonging.
Face-to-face courses have an advantage because students associate a physical presence with their class. They know faces and voices, and they may even have their favorite chair or study spot. In an online “classroom,” there is a higher risk of students feeling disconnected. However, there are strategies you can use in an online class to promote feelings of student ownership and belonging.
Office Hours
One way to cultivate a strong online presence is to require students to sign up for mandatory virtual office hours. Ideally, this should be accomplished at the start of a course, and a follow-up appointment may also be implemented. Although posting your picture online or turning on your webcam may help students identify you, nothing replaces a one-on-one conversation.
Socialization
Another idea is to introduce a social feature, which is sometimes referred to as a “water cooler” conversation. Although not directly course related, side conversations have the ability to enhance classroom interactions. By creating an ungraded discussion forum, students can post about their pets, loved ones, hobbies, etc., to provide context to their backgrounds.
Music
You can also embrace your unique classroom dynamic by introducing music to your synchronous online sessions. Instructors can ask each student to submit a classroom appropriate song title. Once the classroom music list is generated, instructors may randomly select a song title for the start of each class. Rather than joining a muted web conferencing session, students are welcomed to class with a surprise song selection.
Peer-Guided Study Groups
On a final note, you can also encourage optional, peer-guided study groups. Prior to a large assessment, instructors can post a link to a web conferencing session. Students are invited to attend the review session to collaborate and share notes. Instructors may opt to visit the group for a few minutes to answer any questions, but they should keep the visit brief, as the focus should be on peer problem solving and teamwork.
With all the discussion centered around equity and inclusion, we sometimes forget to talk about belonging. However, as an instructor, you can set the tone for your course. You can build a community, invite discussions, and set the stage for new relationships. At the core of every interaction, you can reiterate to your online students: You belong here.
