Community with Asynchronous Students
Purpose: Building a sense of community in asynchronous courses can feel like a challenge: students log in at different times, may never meet face-to-face, and can feel disconnected from each other and from you, the instructor. However, online learning doesn’t have to be lonely! When students feel connected, research shows they are more likely to participate, persist, and succeed. How can we foster opportunities for students to interact meaningfully in a setting where everyone’s on their own schedule?
Below are practical ways to help your asynchronous students connect with one another and with you.Steps for Implementation
1. Video Introductions
- Start your course by asking students to record a short video introducing themselves. Most discussion boards allow video uploads, making this simple to set up.
Provide clear guidelines for what you’d like them to share (for example, their background, interests, or what brought them to your course).
Offer a few suggested questions (e.g., “Why are you interested in this subject?” or “Tell us a story about your connection to this field.”)
For participation credit, require students to watch a set number of their classmates’ videos and reply/comment.
Encourage each reply to include a question to keep the conversation going.
2. Visual Introductions With Google Slides
Invite students to introduce themselves visually using a shared Google Slides deck or another collaborative tool.
Create a template where each student gets a slide to add a photo, their name, and brief responses (like “Here’s what I bring to this class” and “Here’s what I hope to learn”).
Early in the term, spend a little class time highlighting the slides, or encourage students to browse and comment.
3. Group Projects
Consider assigning occasional short-term group projects or study groups, even in asynchronous classes. These can be as simple as a shared Google Doc assignment or having students collaborate to solve a problem set.
4. Personalize Acknowledgment and Connections
Whether you’re sending announcements, commenting on a discussion board, or (if you have a synchronous check-in) talking in class:
Make an effort to refer to students by name and highlight their contributions. Connect student ideas to one another when possible. Rotate these acknowledgements so all students know that their work is seen.
Instructor Planning Guide
Before the Course Begins
Design Video Introduction Activity: What will make student video introductions easy to create and meaningful to view?
Create a Collaborative Visual Introduction Template: How will a shared slide deck help students present themselves creatively and connect?
Set Expectations for Engagement: What clear guidance will ensure every student understands how and why to participate?
During the Course
Facilitate and Monitor Engagement: How will I keep interactions active and spotlight exemplary contributions?
Implement Peer Activities: Which peer‑to‑peer tasks will deepen learning and build community this week?
Build Personalized Connections: How will I acknowledge individual students and weave their ideas together?
End of Term
Reflect and Revise: What insights from engagement data and feedback will shape my next course?
Instructor Checklist
- I created a video introduction assignment with clear guidelines and reply expectations.
- I designed a collaborative Google Slides deck for visual introductions.
- I used course tools (e.g., discussion boards, Perusall, FeedbackFruits) to encourage student interaction.
- I incorporated peer-to-peer activities like annotation and feedback exchanges.
- I assigned occasional short group projects or study groups, even asynchronously.
- I referenced student names and ideas in communication to acknowledge contributions.
- I required interaction using structured models like 3C+Q in discussion replies.
- I reviewed student engagement regularly and adjusted strategies when needed.
Resource
Immersive Classroom (Harvard DCE tool to teach your asynchronous students while teaching your live class)