Five Research-backed
Strategies for Connecting
Better with Online Learners
Article By
Dr Mansi Patil
Online learning has revolutionised access, but building a connection needs more. Online students often
describe their virtual learning experience as efficient but impersonal. The opportunity before us is clear;
by intentionally building human connection, we can turn online learning into spaces where students feel
motivated, valued, and engaged and digital platforms can transform from transactional spaces into
thriving learning communities.
Research increasingly shows that how instructors
show up; not just what they teach, has a major
impact on student engagement and satisfaction.
A 2020 Educause survey found that 70% of
students placed higher value on instructors who
showed care and made themselves available
than on those who simply had strong subject
knowledge (Educause, 2020).
I try to be actively present and available for
students across multiple channels, including
discussion forums, emails, and phone calls,
particularly during the typical hours of their
self-study. This ensures that learners feel
supported at the times they are most likely to
encounter challenges. I also personalise my
communication by addressing students by name,
referencing their earlier contributions, and
tailoring my feedback to their specific progress,
challenges or learning goals. Such personalised
engagement helps create a sense of connection
Establishing a strong
instructor presence
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Making connections is the core
of teacher communication
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A growing body of research highlights that an
instructorʼs tone and communication style are just as
important as their subject knowledge in shaping
studentsʼ online learning experiences.
In a 2020 Educause survey, 70% of students said they
valued instructors who showed care and made
themselves available even more than those who were
content experts (Educause, 2020). This finding
highlights the importance of relational presence in
digital learning spaces.
and responsiveness within the online environment.
Likewise, Dixson (2015) reported that when students
felt their instructor was actively present through
messages, discussion posts, and timely feedback, they
were far more engaged in their online learning
experience. This consistent, human presence fostered
stronger engagement and participation throughout
the course.
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Small but thoughtful strategies can make a big
difference. Personalised welcome messages,
introductions, and weekly check-ins help convey
warmth and establish rapport early in the course.
Even a quick message celebrating student
milestones or acknowledging challenges can build
trust and help learners feel seen and supported.
For instance, I send out personalised emails at the
beginning of the course and throughout the
semester to acknowledge milestones, check in on
progress, or simply show students that I notice their
efforts.
Students often respond by saying that they feel
genuinely cared for, rather than just “managed” in
an online system. This reinforces for me that
humanising strategies arenʼt add-ons, theyʼre
central to making students feel valued and
motivated in digital learning spaces.
Use Personal Touchpoints
Early On
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Intentionally design programs
for building connections
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Creating inclusive spaces for
online learning
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Course design plays a key role in creating
meaningful connections in online learning.
According to Garrison, Anderson, and Archerʼs
(2000) Community of Inquiry framework, effective
online courses need to integrate the following:
• Cognitive presence: Activities that promote
critical thinking and reflection.
• Social presence: Opportunities for genuine
peer-to-peer interaction.
• Teaching presence: Visible Instructor
involvement in guiding and supporting
learning
Humanising online learning is especially important
for students from different backgrounds, who could
feel less or more connected in virtual settings due to
cultural or language barriers (Means et al., 2020).
I make a conscious effort to incorporate culturally
responsive teaching practices such as using inclusive
language, drawing on examples from multiple
contexts, and inviting students to share perspectives
rooted in their own experiences.
These approaches help ensure that all learners feel
recognised and valued within the learner
community. Using culturally responsive teaching
practices, inclusive language, and acknowledging
different lived experiences helps students feel seen
and valued.
When students perceive that their identities and
backgrounds are respected, they are more likely to
engage authentically, participate in discussions, and
develop a stronger sense of belonging. This inclusive
and human-centred approach not only enhances
individual learning experiences but also fosters
richer, more diverse dialogue across the cohort.
When instructors humanise their teaching, students
notice. They feel motivated, valued, and more
likely to persist, even when the material is
challenging. As one student in a recent study
(Martin, Sunley, & Turner, 2022) shared, “It wasnʼt
the technology that kept me going, it was knowing
my instructor cared about me.”
This involves going beyond simply posting content to
include activities that encourage students to interact,
think together, and reflect.
For example, students can co-construct ideas,
comment on each otherʼs reflections, and engage in
shared meaning-making, building both community
and deeper understanding using tools like Padlet and
Hypothesis
Humanising online learning doesnʼt mean adding more tools or tasks. It means prioritising presence, empathy, and intentional
design. Start small: send a personalised welcome message, and customise your interactions. These gestures can make a
powerful difference in how students experience a class. By re-centring human connection in digital spaces, educators can turn
online learning into not just a convenient alternative, but a deeply meaningful and inclusive experience.
Borup, J., West, R. E., Graham, C. R. and Davies, R. S. (2012) The adolescent community of engagement framework: A
model for research on adolescent online learning. Journal of Technology and Teacher Education, 20(1), pp. 107–130.
Dixson, M. D. (2015) ʻMeasuring student engagement in the online course: The Online Student Engagement Scale (OSE)ʼ,
Online Learning, 19(4), pp. 1–15. doi:10.24059/olj.v19i4.561.
Educause (2020) Students and Technology Report: Rebalancing the Student Experience. Available at:
https://library.educause.edu.
Garrison, D. R., Anderson, T. and Archer, W. (2000) ʻCritical Inquiry in a Text-Based Environment: Computer Conferencing
in Higher Educationʼ, The Internet and Higher Education, 2(2–3), pp. 87–105. doi:10.1016/S1096-7516(00)00016-6.
Martin, F., Sunley, R. and Turner, D. (2022) ʻHumanizing online learning: The importance of instructor presence and
emotional connectionʼ, Online Learning Journal, 26(1), pp. 45–63. doi:10.24059/olj.v26i1.2548.
Means, B., Neisler, J. and Langer Research Associates (2020) Suddenly Online: A National Survey of Undergraduates
During the COVID-19 Pandemic. Digital Promise. Available at: https://digitalpromise.org (Accessed: 24 May 2025).
Final Thoughts
References
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linclab@linceducation.com
The views expressed in this article are those of the author and do not reflect the views, policies, or positions of LINC
Education, its affiliates or its employees.
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