Connecting with students is a step towards increasing engagement in the classroom—whether face-to-face or online. In higher education, “building rapport” is often cited (e.g., Fitzgerald & Hooker, 2022; Hammond, 2014; Michael et al., 2023), but that practice is not enough. When we teach, there is an unspoken power differential, and real connections have the potential to change that power dynamic. Connecting with students shifts the obligation from the instructor working singularly to create an inclusive environment to one where the class works collectively to build the community. Instructors lead by example, sharing information about themselves, their backgrounds, and their interests, and encourage students to do the same. By sharing stories, instructors create an environment where students can connect on a deeper level. Through continuous and authentic human interaction with the instructor, students will develop a meaningful connection that fosters a sense of alliance within the class (Hammond, 2015).
Connecting Connections
The practice of connecting with students helps to minimize power dynamics, begins to establish trust, and opens communication pathways. When instructors and students establish a real connection, students are more likely to seek assistance when facing academic challenges and are more receptive to instructors’ suggestions for improvement. When students connect, it fosters a sense of belonging and community, significantly enhancing course engagement and contributing to increased academic success. These connections, whether through study groups or other collaborative efforts, promote persistence and create an environment where students feel supported and motivated to excel. Moreover, this connection influences the instructor. By nurturing an atmosphere of authenticity and openness, instructors grow more at ease with their students. An ongoing practice of connection can then persist throughout the term, enriching the experiences of both instructors and students.
Strategies for Building Meaningful Connections with Students
The strategies to connect with students listed below will come as no surprise. We have heard them in meetings and webinars over the years. However, these strategies are rarely viewed through an inclusive lens, leaving some students feeling like outsiders despite our best efforts. This is where the following tips come in – they’ll help you infuse familiar practices with intentionality, ensuring every student feels valued and supported in your classroom.
Introductions
“You never have a second chance to make a first impression” is common advice shared with young professionals as they prepare to enter the workforce. However, we argue that this adage also applies to the classroom, especially the online classroom. Introductions are the first step to creating an inclusive community within your online course.
Start by sharing your personal and professional background. Consider moving beyond a bio by personalizing your introduction. We challenge you to use video for your introduction, being mindful that there is no need to provide a polished product; the key is being your authentic self. The Center for Digital Education at Washington University in St. Louis’ Olin Business School encourages instructors to select a few questions to create an authentic course introduction video. Be open with your students by using warm, informal language and tone (Wehr, 2024). Your authenticity will be appreciated, and your students will see you as a relatable, multidimensional person. This authenticity will encourage them to share their own diverse experiences.
Ask students to introduce themselves or respond to a questionnaire. This will allow you to learn about their goals and concerns for the course and beyond. Encourage your students to introduce themselves via written text, video, audio recording, or art; let them choose whichever media is most comfortable for them. If using a questionnaire, review students’ introductions and respond authentically based on what you learn about each student. Pro tip: Consider employing the notes column within your LMS grade book to reference and utilize student information gathered from the questionnaire.
Be Present
Being present in your online course goes beyond delivering the curriculum and providing assignment feedback. It is an ongoing process that fosters a sense of connection and builds trust. Interact consistently with students throughout the term, actively posing questions and remaining receptive to their inquiries. Consider using video for announcements, lesson overviews, and feedback. Video creates a personal connection and fosters a sense of belonging.
Make it easy for students to reach you. Provide options such as virtual meeting links for office hours and a discussion board for questions. While by-appointment office hours seem convenient, this practice may inadvertently deter students from reaching out. Pro tip: Keep students informed about your availability and communication schedule. Let students know when they may expect announcements, feedback on assignments (along with where to access them), and office hours.
Consider preemptive intervention through regular outreach. One easy method is to incorporate regular low-stakes check-ins to take the pulse of your students (e.g., muddiest point, exit/minute papers, or “How are you doing?” or “How can I help you?” questions). Doing so demonstrates a sincere interest in the student and their academic progress and monitors success, a fundamental component of regular and substantive interaction.
It is also important that instructors are sincere when checking in with their students. When asking your students, “How are you doing?” be ready to provide support as appropriate. Pro tip: If students need help, connect them directly with support services. In addition to having these services available in your syllabus and throughout your course, a warm handoff to connect students with these services will likely build trust.
Provide Inclusive Content
Consider students’ experiences and interests when selecting course content and resources. Striving to present content that engages all students by representing various perspectives is important. We all have innate biases, so it is important to consider how your biases may impact your instruction and content. Biases may lead to discounting experiences, especially when those experiences are not perceived as authentic or relevant. Pro tip: Multiple times throughout the course, encourage students to provide anonymous feedback on the course content and structure and be responsive to their suggestions.
Final Thoughts
Building connections with students isn’t magic; it’s a skill that takes time and effort. Like many skills you use in the classroom, it may feel awkward at first, but the more you practice, the better you will get at finding what works for you and your students.
But why bother? Strong connections lead to a classroom filled with trust, open communication, and a sense of mutual care. Students feel comfortable being themselves, which can spark self-reflection and a deeper motivation to succeed in your class.
So, give it a try! We’d love to hear which pro tips you’ve adopted and the positive results you’re seeing. Let us know how you are building connections with your students by sharing your thoughts in the comments below.
Sally Baldwin, EdD, researches online course quality, online course design, and course evaluation instruments. Her research is motivated and informed by her work as an instructor and instructional designer within the California community college system.
Anita Crawley, MA, worked at community colleges in Illinois, Maryland, and California, first as a counselor, then in academic affairs: She designed, developed, and taught courses, like Diversity 101. She directed online learning programs, pioneered online student services, and wrote the book—Supporting Online Students: A Guide to Planning, Implementing, and Evaluating Services.
Leticia Velasquez, MAT, is an Instructional Designer at Southern Illinois University Carbondale. Passionate about education and student success, she collaborates with instructors to create quality educational content that is inclusive and accessible to all.
DW Wood, MEd, has specialized in online postsecondary course development, teaching, and management for over twenty years. Currently, she serves as Online Learning & Educational Technology Coordinator and Associate Faculty (teaching First Year Experience) at Clackamas Community College.
Casey Woodson, MAE, is an instructional designer at Washington University in St. Louis’ Olin Business School. With a focus on online learning and adult education, she partners with faculty to create engaging and innovative educational experiences.
References
DEI Collaborative. (2024). Collaborating to infuse DEI into online course quality. https://sites.google.com/view/onlinecoursequality/dei-collaborative
Fitzgerald, J., & Hooker, J. (2022). Establishing rapport in higher education classrooms. Alberta Journal of Educational Research, 68(3), 357–371. https://doi.org/10.11575/ajer.v68i3.72342
Hammond, Z. (2014, September 3). The first six weeks: Building trust. Culturally Responsive Teaching & the Brain. https://crtandthebrain.com/the-first-six-weeks-building-trust/
Hammond, Z. (2015, February 26). Making CRT manageable. Culturally Responsive Teaching & the Brain. https://crtandthebrain.com/making-crt-manageable/
Michael, E., Bailey, P., Benner, G. J., & Sanders, S. (2023). Welcome to our class! Building classroom rapport to support the development of social and emotional learning skills. Beyond Behavior, 32(1), 36–44. https://doi.org/10.1177/10742956221145951
Pacansky-Brock, M. (2024). Getting to know you survey. https://brocansky.com/humanizing/student-info
The Center for Digital Education at Washington University in St. Louis’ Olin Business School. (2024). About me. Interview-style question bank.
WCET. (2024). Regular and substantive interaction. https://wcet.wiche.edu/policy/regular-and-substantive-interaction/
Wehr, K. (2024). Designing for belonging: How instructional designers support online learners’ sense of belonging [Doctoral thesis, The Pennsylvania State University]. https://etda.libraries.psu.edu/files/final_submissions/29990
