![]() ![]() In one study, researchers asked the question, “what did graduate students who were enrolled in an online course about teaching online find most valuable about online moderation and community building?” From the study, students stated that Student Needs and Community Building were essential components to online learning. Taking the time to get to know each other’s identities through this activity can help build trust between students, which is a key indicator of whether or not students feel comfortable participating. Online learning can feel impersonal and disconnected, but there are inclusive teaching practices you can leverage to build community and connection in your online course. New Directions for Teaching and Learning, 2000: 5-16. (2000), The Argument for Making Large Classes Seem Small. By making your large course feel smaller through this activity, you are actively working toward making a more inclusive space for all students.Ĭitation: Cooper, J.L. This activity allows students in your large course to learn from and about each other and to reduce the feeling of anonymity that can be pervasive in a large course setting. Research has shown that leveraging such approaches can lead to the development of key skills such as active listening, empathy, consensus building, leadership, constructive conflict management and resolution as well as decreasing racial prejudice while increasing interracial tolerance. ![]() Application in a Large Course:Ĭooperative learning and small group approaches in a large course can greatly benefit student learning, engagement, and overall sense of community. Taking the time to complete this activity at the start of the semester will help students form meaningful bonds, allowing them to better collaborate and support each other throughout the semester. The Social Identity Wheel is a great way for students to engage with each other on a personal level, creating connections that otherwise would have gone unnoticed. In another study, peer interactions and support in STEM courses led to gains both academically and socially. According to a CRLT study on retention in STEM courses, “students reported that classroom climate (including their anxiety levels, how welcome they felt in class…and instructor rapport with students) significantly influenced their decisions to stay in or leave STEM disciplines.” If students feel that they are part of a community, they will feel more comfortable engaging and participating in the classroom.
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