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Building Community

Building community involves creating a learning environment where learners feel connected, supported, and engaged. Through meaningful interaction, collaboration, trust, and shared goals, instructors can help foster a sense of belonging that supports participation, motivation, and learner success (Rovai, 2002; McKinney et al., 2006).

 

Why Building Community Matters

Building community can help learners feel more connected to the course, the instructor, and one another. This can be especially important in online, flexible hybrid, commuter, or large-class environments where learners may otherwise feel isolated or disconnected.

A strong learning community can help:

  • Increase learner engagement and participation
  • Support learner confidence and belonging
  • Encourage collaboration and peer support
  • Promote respectful communication
  • Increase motivation and persistence
  • Create more inclusive learning environments

Strategies for Building Community

Co-Develop Expectations

  • At the beginning of the course, consider discussing communication norms, participation expectations, and classroom etiquette with learners.
  • Co-developing expectations can help establish trust, transparency, and shared accountability within the learning environment.
  • Examples may include expectations for respectful discussion, group work, communication practices, or online participation.
  • Consider sharing agreed-upon expectations within the course outline or Canvas course.

Create Opportunities for Interaction

  • Community building should extend beyond the first week of class through regular opportunities for interaction and collaboration.
  • Use discussion boards, group activities, breakout rooms, peer feedback, collaborative documents, or informal check-ins to encourage participation and communication.
  • Consider creating dedicated discussion spaces where learners can ask questions, share resources, or support one another throughout the course.

Support Connection and Belonging

  • Use icebreaker activities, introductions, or polling questions to help learners become more comfortable interacting with peers and instructors.
  • Do your best to learn and use learner names where possible. For in-person classes, learners may use name tents or cue cards to support introductions and participation.
  • Encourage respectful communication and create opportunities for learners to share perspectives, experiences, and ideas.
  • Provide anonymous feedback opportunities or informal check-ins to help learners feel heard and supported.

 

Example: Community Agreements

Community agreements can help establish respectful communication, shared expectations, and a sense of belonging within the learning environment. The example below illustrates how instructors and learners might collaboratively establish community expectations at the beginning of a course.

Community Expectations

  • Respect different perspectives and experiences.
  • Allow space for everyone to contribute to discussions and activities.
  • Critique ideas respectfully without criticizing individuals.
  • Use supportive and professional language during discussions and group work.
  • Ask questions and seek clarification respectfully when needed.
  • Be mindful of accessibility, technology, and participation needs within the classroom community.

 

Example: Introductory Discussion Prompt

Introductory discussion activities can help learners connect with peers and instructors early in the course while creating opportunities for participation and interaction.

Discussion Prompt

Introduce yourself to the class by sharing:

  • Your program or area of study
  • One goal you have for the course
  • One strategy that helps you learn effectively
  • One interesting fact about yourself

Possible Variations

  • Share a photo, meme, or image that represents your learning style
  • Respond to an icebreaker poll or word cloud
  • Record a short video or audio introduction
  • Reply to a classmate with a shared interest or experience

 

References

McKinney, J.P, McKinney, K.G., Franiuk, R. & Schweitzer, J. (2006) The college classroom as a community: Impact on student attitudes and learning. College Teaching, 54, 281-284.

Rovai, A. P. (2002). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. Internet and Higher Education, 5, 319-332.