Fostering Connections in the Online Learning Environment: Using Intentionality, Empathy, Creativity, and Accessibility as Tools for Connection

Intentionality

While the world has largely resumed its pre-COVID-19 state, new strains of the virus, most recently Arcturus, continue to emerge and cause unprecedented challenges. As a result, the present and future of face-to-face education remain precarious, despite the availability and accessibility of vaccinations (Weintraub, 2021). When COVID-19 unexpectedly forced an expedited shift to fully online instruction in 2019, many institutions were not equipped to ensure a smooth transition. Martin et al. (2022) therefore highlighted the importance of continuing to elicit research on effective online education and transcend the initial response to the COVID-19 pandemic by putting in place clear guidelines on intentional transitions from face-to-face to online instruction.

Martin et al. (2022) discussed the importance of intentionality in online education within the context of COVID-19. They highlighted the importance of using a trauma-informed lens and creating a variety of opportunities to interact with students on affective, cognitive, and behavioral levels. Intentional online instruction must transcend traditional pedagogy to create effective and comprehensive syllabi that meet online students’ learning and contextual needs (Raza & Reddy, 2021; Martin et al. 2022; Tse et al. 2018). By implementing a trauma-informed lens, online educators are better equipped to provide students with the necessary support and resources (Martin et al. 2022). Martin et al. (2022) further argued the importance of intentionality in creating opportunities for social engagement as it is critical for students’ wellbeing.

There exists substantial potential for online learning environments (Martin et al., 2022; Tse et al., 2018). In fact, student reports indicate higher satisfaction rates when instructors are intentional and thoughtful about their pedagogical approach (Tse et al., 2018). Moreover, instructors who have a long-term commitment to the course, meaning that they teach the course more than once, take a hands-on instructional approach using different technologies and resources, and use a collaborative approach to curriculum design elicit student engagement and success (Tse et al., 2018). Further, instructors must design e-portfolios that use a variety of modalities that intentionally meet learning outcomes and students’ needs as spending sufficient time designing and implementing e-portfolios is a way to increase intentionality (Tse et al., 2018).