Creating a sense of community and connection in the classroom is essential for fostering a supportive and engaging learning environment. However, a learning community doesn’t just happen on its own. A sense of community among students starts with an instructor who sets the stage by actively engaging with students (instructor social presence) and inviting positive interaction and psychological connection (instructor immediacy). David Bourff, a dedicated online professor in the College of Business and Economics, exemplifies how to achieve this by continuously developing and honing strategies that motivate students to interact with him and reduce the feeling of separation between him and his students.
“It was great to see clear and constant communication coming from the course instructor. This gives me a sense of confidence that the entire class will run smoothly and that he is keeping a close eye on issues and problems.”
Boise State University Student
Active participation and mutual effort
Building a community in the classroom requires effort from both the instructor and the students. While the instructor can create opportunities for connection, students must also actively participate to reap the benefits. David’s approach emphasizes the importance of mutual effort, encouraging students to engage in activities that promote interaction and connection. David emphasizes the importance of students actively working on their projects and integrating various tools to bring metrics to life. By staying responsive and available, he ensures that students feel supported and connected throughout their learning journey and that he also practices what he preaches.
“Thanks for your help. Our Zoom gives me confidence that I will do well on the final. I was shocked you were able to do it on such short notice.”
Boise State University Student
Leveraging technology for deeper connections
Bourff tries to always be there for his students. He’ll answer emails on weekends and in the wee hours of the night and even invite students to do a Zoom session when they are in need of high touch support. When students encounter problems or need further clarification, he often suggests a Zoom session to provide immediate assistance. These live interactions allow students to elaborate on their issues more comprehensively than they might in written communication, thereby deepening their understanding while also strengthening their relationship with him.
“Thanks a ton for the help the other night. I didn’t expect the Zoom, but it was just what I needed. I didn’t think I’d like finance, but I’m thinking about switching my major. ”
Boise State University Student
Personalized interaction and feedback
One of Bourff’s favorite ways to build connections with his students is by asking thought-provoking questions in journal assignments that are due each week. Using the comments feature for assignments in Canvas grader, he remarks on his students’ work and engages them in elaborated and personalized discussions that both he and his students find meaningful. In order to ensure he provides timely interaction, he sets up notifications in Canvas that let him know when students have replied to his comments. This allows him to reply within a few hours, often even sooner, which helps maintain a strong connection with his students.
“I haven’t liked journals before this class. This is a great deal. Thanks for listening and being human.”
Boise State University Student
David loves using journals as a tool for fostering a personal connection with his students. He values the confidentiality of the journals and encourages students to be candid in their entries. While some students may choose not to participate in required journal activities, the majority appreciate the opportunity to connect on a personal level. Reading through the journals provides David with insights into his students’ thoughts and experiences, helping him gauge how well they are adjusting and engaging with the course. Bourff explains, “I’ve always loved classroom interaction and getting to know students on a personal level, and that’s difficult in an asynchronous setting. Using journals allows students to be themselves, and I welcome and encourage open and candid conversations. Students like to be seen and heard, and the journals provide them with those opportunities.”
Unlike discussion forums, journal assignments provide a private setting that allows students to explore cutting-edge or controversial topics in a personalized manner. Thanks to Bourff’s comments and interactions in these personal settings, students are able to see the relevance of the course materials to their own lives. This approach not only enhances students’ learning experiences but also fosters a sense of community, belonging, and psychological connection to the instructor and the course material.
Balancing a large student load
With a semester load of 150 to 170 students, Bourff manages to maintain a personal connection without the help of a grading assistant. He teaches two 15-week face-to-face classes in the fall and two additional 7-week online classes in the second half of the semester. As instructors know, keeping up with grading and providing meaningful feedback can be time consuming.
Bourff describes how he achieves balance, saying, “Adding low value, or bonus assignments that require a lot of feedback and careful attention to detail will require a commitment on your part, but the juice is worth the squeeze. I typically ask 1-2 guided questions about course topics that aren’t in our text, then close the journal with personal prompts (how was your week, was there anything you didn’t like, is there anything I can do for you). To keep the time down, I create 4-5 generic responses that can quickly be customized. The hour or two that it takes me to provide journal feedback is an investment in student learning, engagement, and their overall enjoyment of the class. It’s not just feedback; it’s feedforward. The journals also provide me with quite a bit of instant feedback regarding assignments, the text, and the class as a whole.”
Conclusion
Bourff’s innovative approach to teaching demonstrates the profound impact of dedication, interaction, and personalization in creating a connected and supportive learning environment. By prioritizing meaningful engagement and timely feedback, he helps students feel like integral members of a learning community, ultimately enhancing their academic success and personal growth. His methods serve as an inspiring model for educators seeking to build strong and lasting connections with their students.
Resources
The following resources can help you incorporate Journals in your online course:
- Creating Meaningful Connections: E-journaling and Self-assessment for Online Courses
- The Power of Student Journaling (No Matter Where You Are)
- How Dialogue Journals Build Teacher-Student Relationships
For additional help with using journals for an online course, consider contacting eCampus Center to request a consultation.
Article Credit
Thanks to Professor David Bourff and Anthony Saba, the eCampus faculty development coordinator who worked with Bourff to write this article. ChatGPT was used to help revise and edit the original article draft.