With the rapid expansion of online learning as a dominant pedagogical approach in higher education, significant research has been undertaken to explore the impacts of internet-based technologies to promote student engagement. Current advances in online learning have fostered innovative, and often nuanced approaches to teaching and learning that have the potential to promote rich and potentially transformative learning outcomes for higher education students. However, there is a growing body of evidence that clearly highlights that online learning may have a deleterious impact on a student’s sense of connection, leading to experiences of isolation and disempowerment. Such experiences call for an ongoing reimagination of the online teaching space to ensure that students maintain a strong sense of identity within their virtual educational community. This paper emphasises an approach to online learning that serves to foster positive engagement across the student lifecycle. Using Nell Noddings’ framework of Moral Education, we engaged in the process of critical reflection on our own teaching over time, using student data to support analyses.

The purpose of this study was to identify emergent themes regarding higher education instructors’ perceptions concerning the provision of collaborative learning activities and opportunities in their online classroom. Through semi-structured interviews, instructors voiced their teaching experiences and reported specifically about the online collaborative opportunities offered in their online classrooms. A multi-phase coding process was used to analyze the information, including the constant comparative coding method for theme and category development. The three main themes that emerged from this study are: online communication approaches matter, challenges and supports for online collaborative learning, and care is at the core of online learner support. In the online classroom there are additional considerations included in developing successful online collaborative learning beyond group work, including additional time and nurturing, scaffolding, instructional design, and understanding students’ comfort level working together online. The findings of this study are discussed and recommendations are provided for the development and design of meaningful online collaborative learning.

To break the ice and set the foundation for a successful semester, I use a station activity designed to foster connection and cooperative learning in my Critical Issues in Women’s Health course. … This activity can help to build trust and community regardless of your course topic. It helps students get to know one another and encourages them to actively shape our classroom community. Because students are creating the classroom norms and expectations, they are more likely to take ownership of them. It also offers an opportunity to build equity, trust, mutual respect, and support. The engaging format keeps the atmosphere energetic, blending meaningful discussions with moments of levity.

This guide is for anyone who wants to introduce energy or enthusiasm to their classrooms using methods that have been tried — and found true — through research and in classrooms.

Certainly some teachers are naturally compelling and intuitively spark a zest for learning in students. But most of us have to work at it. You can energize your classroom for Alex and every other student by using principles familiar to both emotion scientists and pedagogical experts — principles available to any faculty member willing to investigate and apply them.