There are certain practices to employ in classes—whether they be in person, blended, or online—that can set the tone for the entire term and may even have an effect on retention and student success if you can implement them starting the first week of class: building a learning community, building instructional social presence, and building "swift trust."

When considering the importance of building a community of learners in an online course, Sadera, Robertson, Song, and Midon (2009) found "a strong correlation between learner interaction and engagement, sense of community, and success in online learning" (p. 282). Boston et al. (2009) found that when students feel more a part of a learning community, they are retained at higher rates.

But what makes or helps to build a "learning community?" Vesely, Bloom, and Sherlock (2007) shared common elements of community in online learning that are cited often in the literature that included a sense of shared purpose, establishment and enforcement of rules/policies regarding community behavior, interaction among members, and a level of trust, respect and support among community members. To facilitate community building, instructors should model the expected behaviors and interactions, encourage students, facilitate sharing and participating, and respond to student concerns in aid of creating an open environment (Vesely, Bloom, & Sherlock, 2007).

Studies have also found a strong relationship between better retention and success and an instructor's social presence in a course, especially online classes. Social presence can be defined as how much students feel like their instructors (or others) are "with them" in a class. Ley and Gannon-Cook (2014) shared some practices that can increase an instructor's social presence, such as timely responses to emails and the tone of those emails, how instructors participate and/or give feedback in discussions, and giving timely feedback on submitted work. York and Richardson (2012), found that in online classes, hearing an instructor's voice via audio or video helped to reduce the "perceived distance" of online courses and that students notice and appreciate when each and every student's introduction is responded to. All of these things bolster that sense that someone is out there.

In addition to building a learning community and social presence within a course, Meyerson et al. (1996) introduced "swift trust" as a concept found within temporary groups or teams, and this can be applied to classes. "Swift trust" entails someone being willing to "suspend doubt" about whether others who are not known to them can be depended upon to help with a task at hand and will be beneficial. Additionally, the person(s) given this "swift trust" will generally be quite responsive. Swift trust applies to both the instructor and other learners.

With these three things in mind—building community, building social presence, and building swift trust—what do you do the first week or two in your classes to cultivate them? Ice breakers, small group activities, quick "getting to know you" conferences or Zoom appointments with students—all are little things that can give students the reassurance that they are not alone, they are part of a community of learners, and that their instructor does care about their success in the course.

Resources

• Boston, W., Diaz, S.R., Gibson, A., Ice, P., Richardson, J., & Swan, K. (2009). An Exploration of the Relationship Between Indicators of the Community of Inquiry Framework and Retention in Online Programs. Journal of Asynchronous Learning Networks, 13(3), 67-83. Retrieved from http://digitalcommons.apus.edu/cgi/viewcontent.cgi?article=1002&context=facultySAH.
• Ley, K. & Gannon-Cook, R. (2014). Learner-valued interactions: Research into practice. Quarterly Review of Distance Education, 15(1), 23-32. Retrieved from http://www.aect.org/pdf/proceedings13/2013/13_16.pdf.
• Meyerson, D., Weick, K. E., & Kramer, R. M. (1996). Swift trust and temporary systems. In R. M. Kramer and T. R. Tyler (Eds.) Trust in organizations. Sage: Thousand Oaks, CA. 166-195.
• Sadera, W. A., Robertson, J., Song, L., & Midon, M. N. (2009). The Role of Community in Online Learning Success. Journal of Online Learning and Teaching, 5(2), 277-284. Retrieved from http://jolt.merlot.org/vol5no2/sadera_0609.pdf.
• Vesely, P., Bloom, L., & Sherlock, J. (2007). Key elements of building online community: Comparing faculty and student perceptions. Journal of Online Learning and Teaching, 3(3). Retrieved from at http://jolt.merlot.org/vol3no3/vesely.htm.
• York, C.S. & Richardson, J.C. (2012). Interpersonal interaction in online learning: Experienced online instructors' perceptions of influencing factors. Journal of Asynchronous Learning Networks, 16(4), 83—98. Retrieved from http://sloanconsortium.org/publications/jaln_main.

To follow up on any of these ideas, please contact me at fglazer@nyit.edu. This Weekly Teaching Note was adapted from a contribution to the Teaching and Learning Writing Consortium hosted at Western Kentucky University and organized by Seneca College and New York Institute of Technology.

Contributor:
Wren Mills, Ph.D.
Distance Learning Training Coordinator
Western Kentucky University
www.wku.edu/dlfaculty