{"id":1152,"date":"2025-03-20T09:54:51","date_gmt":"2025-03-20T13:54:51","guid":{"rendered":"https:\/\/sites.temple.edu\/edvice\/?p=1152"},"modified":"2025-03-31T10:53:50","modified_gmt":"2025-03-31T14:53:50","slug":"crafting-space-for-student-belonging-part-vi-alone-together-creating-connection-in-the-asynchronous-online-classroom","status":"publish","type":"post","link":"https:\/\/sites.temple.edu\/edvice\/2025\/03\/20\/crafting-space-for-student-belonging-part-vi-alone-together-creating-connection-in-the-asynchronous-online-classroom\/","title":{"rendered":"Crafting Space for Student Belonging Part VI: Alone Together: Creating Connection in the Asynchronous Online Classroom"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"1152\" class=\"elementor elementor-1152\">\n\t\t\t\t<div class=\"elementor-element elementor-element-1237c13 e-flex e-con-boxed e-con e-parent\" data-id=\"1237c13\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-5d9f378 elementor-widget elementor-widget-text-editor\" data-id=\"5d9f378\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>by Elizabeth White Vidarte, Ph.D.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-c224d71 e-flex e-con-boxed e-con e-parent\" data-id=\"c224d71\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-842c883 elementor-widget elementor-widget-image\" data-id=\"842c883\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img fetchpriority=\"high\" decoding=\"async\" width=\"660\" height=\"371\" src=\"https:\/\/sites.temple.edu\/edvice\/files\/2025\/01\/Edvice-headers-1.png\" class=\"attachment-large size-large wp-image-1060\" alt=\"\" srcset=\"https:\/\/sites.temple.edu\/edvice\/files\/2025\/01\/Edvice-headers-1.png 768w, https:\/\/sites.temple.edu\/edvice\/files\/2025\/01\/Edvice-headers-1-300x169.png 300w\" sizes=\"(max-width: 660px) 100vw, 660px\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-0193480 e-flex e-con-boxed e-con e-parent\" data-id=\"0193480\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-2747f1b elementor-widget elementor-widget-text-editor\" data-id=\"2747f1b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400\">If you\u2019ve ever taught an asynchronous online course, you know that creating a sense of connection and community can be one of the biggest challenges. Unlike a face-to-face class where students can bond over side conversations before lecture or group activities during class, online students may never even see one another\u2019s faces. But here\u2019s the thing\u2014belonging matters. And not just in a touchy-feely, wouldn\u2019t-it-be-nice kind of way. Research consistently shows that students who feel like they belong engage more, persist through challenges, and ultimately succeed at higher rates (Wilson et al., 2015; Kuh et al., 2007).<\/span><\/p><p><span style=\"font-weight: 400\">How can we foster belonging in a space where students are logging in from different locations, at different times, with different life commitments? The good news is that small, intentional choices in course design and facilitation can make a big impact. In this post, I\u2019ll outline why your efforts to create a positive learning environment make a difference and how to leverage Canvas to increase students\u2019 sense of belonging. Next week, we\u2019ll tackle asynchronous group work to take online student interaction to the next level.<\/span><\/p><h2>Why Belonging Matters (Even More Online)<\/h2><p><span style=\"font-weight: 400\">Feeling a sense of belonging isn\u2019t just about warm and fuzzy feelings\u2014it directly impacts learning outcomes. Students who feel connected to their course, peers, and instructor are more likely to:<\/span><\/p><ul><li style=\"list-style-type: none\"><ul><li style=\"list-style-type: none\"><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Engage in course activities<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Adjust to academic challenges<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Achieve higher grades<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Believe in their own ability to succeed (self-efficacy)<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">See the relevance and value of their coursework (Hurtado et al., 2007; Freeman, Anderman, &amp; Jensen, 2007).<\/span><\/li><\/ul><\/li><\/ul><\/li><\/ul><p><span style=\"font-weight: 400\">And here\u2019s something really important: belonging doesn\u2019t just benefit students who might traditionally struggle. Collaborative learning experiences, when done right, help <\/span><i><span style=\"font-weight: 400\">all<\/span><\/i><span style=\"font-weight: 400\"> students thrive\u2014whether they\u2019re learning from peers with different perspectives or strengthening their own knowledge by helping others.<\/span><\/p><p><span style=\"font-weight: 400\">So how do we build this sense of connection in an asynchronous online environment?<\/span><\/p><h2>Leverage Canvas to Make Students Feel at Home<\/h2><p><span style=\"font-weight: 400\">The way we structure our online courses can either support or undermine students\u2019 sense of belonging. Here are some ways to use Canvas intentionally:<\/span><\/p><h3><b>1. Design for Clarity and Accessibility<\/b><\/h3><p><b>Use Modules for structure<\/b><span style=\"font-weight: 400\"> \u2013 A well-organized course helps students feel confident and reduces anxiety. Chronological or thematic modules provide a clear path forward.<\/span><\/p><p><b>Create a course tour video<\/b><span style=\"font-weight: 400\"> \u2013 A short walkthrough can help students understand where to find key information, reducing stress in the first weeks. You can do the same for the syllabus, too. Self-enroll in our <\/span><a href=\"https:\/\/docs.google.com\/document\/u\/0\/d\/17sqzyVDetODWkHvipOuUwPQ7Mi2XplZ3pRWW29QmPx0\/edit\"><span style=\"font-weight: 400\">Ready, Set, Panopto! Canvas course<\/span><\/a><span style=\"font-weight: 400\"> to learn how to use Panopto to record course videos, or use an app you\u2019re already familiar with like Zoom or your phone.<\/span><\/p><p><b>Ensure accessibility<\/b><span style=\"font-weight: 400\"> \u2013 Use <\/span><a href=\"https:\/\/community.canvaslms.com\/t5\/Canvas-Basics-Guide\/How-do-I-use-the-Accessibility-Checker-in-the-Rich-Content\/ta-p\/618238\"><span style=\"font-weight: 400\">Canvas\u2019s accessibility checker<\/span><\/a><span style=\"font-weight: 400\"> to confirm that all students can engage with your materials (e.g., captions on videos, alt text for images, readable fonts). Invite students with and without accommodations to share any helpful information about what they need to make the course more accessible to them.\u00a0<\/span><\/p><h3><b>2. Make Yourself Present<\/b><\/h3><p><span style=\"font-weight: 400\">Students are more likely to stay engaged when they feel their instructor is a real, approachable human. You can:<\/span><\/p><p><b>Post frequent announcements<\/b><span style=\"font-weight: 400\"> \u2013 Beyond logistics, use these to celebrate student successes, connect course material to current events, and encourage engagement.<\/span><\/p><p><b>Record a welcome video<\/b><span style=\"font-weight: 400\"> \u2013 Introduce yourself and your passion for the course. (Bonus: Use Panopto for auto-captions!)<\/span><\/p><p><b>Engage in the discussions<\/b> <b>you assign<\/b><span style=\"font-weight: 400\">\u2013 If you can\u2019t reply to every student, consider sending personalized messages to different students each week or giving a shoutout to a few students\u2019 contributions in a brief weekly video.<\/span><\/p><p><b>Use multimedia feedback<\/b><span style=\"font-weight: 400\"> \u2013 <\/span><a href=\"https:\/\/temple.hosted.panopto.com\/Panopto\/Pages\/Viewer.aspx?id=44f06501-2822-4227-ae30-aecc011639f9\"><span style=\"font-weight: 400\">A short video or audio comment in SpeedGrader<\/span><\/a><span style=\"font-weight: 400\"> can make feedback feel more personal.<\/span><\/p><p><b>Ask for feedback on the course<\/b><span style=\"font-weight: 400\">\u2013 <\/span><a href=\"https:\/\/poorvucenter.yale.edu\/Mid-semester-Feedback\"><span style=\"font-weight: 400\">A mid-course (or earlier!) survey<\/span><\/a><span style=\"font-weight: 400\"> can help you gauge how students are feeling and make adjustments as needed. You can follow up with a response to the class as a whole in which you detail trends you notice and highlight ways you plan to adjust (or why you can\u2019t make adjustments).\u00a0<\/span><\/p><h3><b>3. Foster Peer-to-Peer Connections<\/b><\/h3><p><b>Kick off with an icebreaker<\/b><span style=\"font-weight: 400\"> \u2013 A simple introduction discussion (e.g., \u201cShare something you\u2019re passionate about\u201d) helps students see one another as real people.<\/span><\/p><p><b>Encourage group collaboration<\/b><span style=\"font-weight: 400\"> \u2013 Canvas Groups can facilitate teamwork on projects, study groups, or peer review (more on groups in asynchronous courses below!).<\/span><\/p><p><b>Set up an ongoing Q&amp;A board<\/b><span style=\"font-weight: 400\"> \u2013 Giving students a space to ask and answer questions builds community and shared responsibility. You can use a tool like Poll Everywhere or Padlet or even a simple Canvas Discussion Board. But consider contributing yourself, adding deadlines and\/or assigning bonus points for participating so that students don\u2019t see these as extra busy work.\u00a0<\/span><\/p><p><b>Ask students to pay it forward<\/b><span style=\"font-weight: 400\"> \u2014 Consider asking students to reflect at the end of the course on what advice they wish they had taken to heart at the beginning of the course \u2014 and share it with the next semester\u2019s incoming students!\u00a0<\/span><\/p><h3><b>4. Connect Course Content to Student Goals<\/b><\/h3><p><span style=\"font-weight: 400\">Students need to see the <\/span><i><span style=\"font-weight: 400\">why<\/span><\/i><span style=\"font-weight: 400\"> behind what they\u2019re learning.<\/span><\/p><p><b>Preview learning outcomes<\/b><span style=\"font-weight: 400\"> \u2013 At the start of each module, explain what students will gain and how it connects to their academic or professional goals.<\/span><\/p><p><b>Incorporate reflection<\/b><span style=\"font-weight: 400\"> \u2013 A short journal prompt or discussion post that asks students to relate the material to their experiences fosters deeper engagement.<\/span><\/p><p><b>Layer content with application<\/b><span style=\"font-weight: 400\"> \u2013 Instead of long stretches of passive content, break things up with opportunities for students to <\/span><i><span style=\"font-weight: 400\">do<\/span><\/i><span style=\"font-weight: 400\"> something with what they\u2019re learning.<\/span><\/p><h3><b>5. Keep Students on Track<\/b><\/h3><p><b>Set students up for success <\/b><span style=\"font-weight: 400\">\u2014 Clear and explicit expectations for how to participate and succeed in an asynchronous course can make all the difference, especially if you repeat those expectations over and over again. Don\u2019t just include them in the syllabus; pepper your first few modules with short videos and\/or announcements detailing the \u201cbehind-the-scenes\u201d work students will need to do to successfully complete assignments.\u00a0<\/span><\/p><p><b>Explicitly discuss time management<\/b><span style=\"font-weight: 400\"> \u2014 However you choose to do it (eg via video mini-lecture, Canvas quiz, or Kahoot! game), offer students advice on how to manage their time using the tools they already have access to, like Outlook or Google Tasks. You can also recommend the Student Success Center\u2019s <\/span><a href=\"https:\/\/studentsuccess.temple.edu\/programs\/coaching\"><span style=\"font-weight: 400\">academic coaching service<\/span><\/a><span style=\"font-weight: 400\">.<\/span><\/p><p><b>Use consistent deadlines<\/b><span style=\"font-weight: 400\"> \u2013 Predictable schedules (e.g., weekly discussions always due on Tuesdays) help students manage their workload and is essential in an asynchronous course. Canvas allows you to create a \u201cNo submission\u201d assignment that will nonetheless add a deadline to the students\u2019 To-Do list and Canvas Calendar.\u00a0<\/span><\/p><p><b>Monitor engagement with Canvas Analytics<\/b><span style=\"font-weight: 400\"> \u2013 If a student hasn\u2019t logged in or submitted work, a quick check-in email can make a huge difference. <\/span><a href=\"https:\/\/www.youtube.com\/watch?v=jRylzTUOFe4\"><span style=\"font-weight: 400\">Using SpeedGrader\u2019s \u201cMessage students who\u2026\u201d feature<\/span><\/a><span style=\"font-weight: 400\"> allows you to quickly message students with missing or low-scoring assignments. Starting a message to students with a friendly tone and asking how they are (or expressing concern) can help students feel that it is possible to make a comeback. And if that doesn\u2019t produce results, the shock of a zero may prompt students to address the situation.<\/span><\/p><h2><b>Final Thoughts<\/b><\/h2><p><span style=\"font-weight: 400\">Creating belonging in an asynchronous online class doesn\u2019t require a major course redesign or flashy tech tools. It\u2019s about thoughtful decisions that help students feel seen, supported, and connected. When students feel like they belong, they engage more, learn more, and are more likely to persist. And ultimately, that\u2019s what we all want\u2014for our students to succeed not just in our courses, but in their broader academic journeys.<\/span><\/p><p><span style=\"font-weight: 400\">What\u2019s worked for you in fostering belonging in your online classes? Share your thoughts in the comments!<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-fa33c3b e-flex e-con-boxed e-con e-parent\" data-id=\"fa33c3b\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-d54aff8 elementor-widget elementor-widget-text-editor\" data-id=\"d54aff8\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p class=\"title\"><em>Elizabeth White Vidarte, Ph.D., works at Temple&#8217;s <span style=\"font-size: 17px;font-weight: 400\">Center for the Advancement of Teaching as the <\/span><span style=\"font-size: 17px;font-weight: 400\">Online Learning Specialist.<\/span><\/em><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>by Elizabeth White Vidarte, Ph.D. If you\u2019ve ever taught an asynchronous online course, you know that creating a sense of connection and community can be one of the biggest challenges. Unlike a face-to-face class where students can bond over side conversations before lecture or group activities during class, online students may never even see one &hellip; <a href=\"https:\/\/sites.temple.edu\/edvice\/2025\/03\/20\/crafting-space-for-student-belonging-part-vi-alone-together-creating-connection-in-the-asynchronous-online-classroom\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Crafting Space for Student Belonging Part VI: Alone Together: Creating Connection in the Asynchronous Online Classroom<\/span><\/a><\/p>\n","protected":false},"author":29430,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[17],"tags":[],"class_list":["post-1152","post","type-post","status-publish","format-standard","hentry","category-crafting-space-for-student-belonging"],"_links":{"self":[{"href":"https:\/\/sites.temple.edu\/edvice\/wp-json\/wp\/v2\/posts\/1152","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.temple.edu\/edvice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.temple.edu\/edvice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.temple.edu\/edvice\/wp-json\/wp\/v2\/users\/29430"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.temple.edu\/edvice\/wp-json\/wp\/v2\/comments?post=1152"}],"version-history":[{"count":12,"href":"https:\/\/sites.temple.edu\/edvice\/wp-json\/wp\/v2\/posts\/1152\/revisions"}],"predecessor-version":[{"id":1175,"href":"https:\/\/sites.temple.edu\/edvice\/wp-json\/wp\/v2\/posts\/1152\/revisions\/1175"}],"wp:attachment":[{"href":"https:\/\/sites.temple.edu\/edvice\/wp-json\/wp\/v2\/media?parent=1152"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.temple.edu\/edvice\/wp-json\/wp\/v2\/categories?post=1152"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.temple.edu\/edvice\/wp-json\/wp\/v2\/tags?post=1152"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}