Creating Connections: Fostering community cohesion in online learning

Community cohesion in online higher education fosters an inclusive, supportive environment where students can excel academically, socially, and emotionally. Drawing upon theoretical frameworks such as social presence theory and social identity theory, online institutions can work to cultivate strong bonds and mutual support among students, faculty, and staff in virtual settings. Research by Bireda indicates that online students who report a strong sense of community have retention rates that are 20% higher than those who feel isolated in virtual learning environments [1]. To achieve this, practical strategies such as hosting virtual orientation sessions, facilitating collaborative online projects, and implementing data-driven approaches are key. Overall, prioritizing community cohesion in online higher education is vital for creating inclusive and engaged virtual learning communities that empower all members to succeed in the online classroom.

Understanding Community Cohesion in Online Higher Education

Community cohesion refers to the sense of belonging, connection, and mutual support among students, faculty, and staff in virtual learning environments. It is characterized by collaborative engagement, shared identity, and a supportive atmosphere that enhances academic and personal growth. It is crucial for creating an inclusive and engaging online learning experience. Community cohesion fosters a sense of belonging and support, creating a welcoming environment that promotes academic success.

Academic success is easily the number one goal of higher education. With community cohesion, strong community bonds are made that help facilitate collaboration, knowledge sharing, and peer support, all of which are essential for academic success. When students feel connected, they are more likely to engage in learning activities, seek help when needed, and academically perform better overall. In addition to academic success, when students feel that sense of belonging, they are more likely to persist in their studies and ultimately graduate.

While academic success is important, educating the whole student is also a goal in higher education. By fostering a strong sense of belonging, community cohesion encourages students to engage actively in their studies, seek help when needed, and develop essential skills such as teamwork and communication. Building those strong community ties can also help students navigate the transitional period that often occurs when attending college. The connections made in the classroom can help transfer the skills to society at large.

From Theory to Framework in Fostering Community Cohesion

Social presence theory explains how the sense of presence or "being there" in online interactions influences the quality of social interactions and learning outcomes. Originally proposed by Short, Williams, and Christie and later refined by Gunawardena and Zittle, social presence theory refers to the degree to which individuals perceive others as real and present in mediated communication environments, such as online discussions or virtual classrooms [2, 3]. A key concept within this theory is the socio-emotional dimension, which focuses on the feelings of warmth, intimacy, and sociability experienced in online interactions. This dimension is critical in fostering emotional engagement and support among participants. In higher education, social presence theory underscores the importance of designing online learning environments that encourage interpersonal interaction, collaboration, and emotional connection among students and instructors. Without such connections, students may experience loneliness and isolation in online settings [4]. The theory also highlights the importance of communication methods in conveying social cues and emotional expressions, with media like video conferencing typically enabling higher levels of social presence compared to traditional text-based communication.

Social identity theory, developed by Tajfel and Turner, explores how individuals develop a sense of identity and belonging within social groups [5]. In online learning environments, this theory examines how students form group identities and a sense of belonging within virtual communities, which influences their engagement and participation. A key concept in social identity theory is social categorization, where individuals classify themselves and others into social groups based on shared characteristics or interests. In online classrooms, students often form virtual communities around common identities, affiliations, or goals. This grouping can lead to social comparison, where students evaluate their group favorably against others, thereby enhancing their self-esteem and reinforcing their social identity. Such processes contribute to a stronger sense of belonging and cohesion within the group.

The Community of Inquiry (CoI) framework, developed by Garrison, integrates the concepts of social presence, cognitive presence, and teaching presence, which are critical for fostering a sense of community in online learning environments [6]. Social presence in CoI refers to the ability of students to present themselves authentically and engage openly in the learning process. Cognitive presence involves the process of constructing meaning and understanding through critical thinking and reflection. Teaching presence encompasses the design, facilitation, and direction of the learning experience by the instructor. Together, these three elements create a robust online learning environment that promotes optimal student engagement and learning outcomes.

Figure 1. The Community of Inquiry framework

Image used with permission from the Community of Inquiry website and licensed under the CC-BY-SA International 4.0 license
[click to enlarge]

Stronger Together, Insights into Community Cohesion Research

Community cohesion has been linked to higher levels of academic achievement among students. Archambault, Leary, and Rice found that establishing these strong online connections impacts learning, retention, and student satisfaction [7]. While connectedness can result in better academic performance, it also improves student persistence [8]. Studies have also shown that a greater sense of belonging has been linked with better mental health and wellbeing amongst students [9]. Connectedness online can promote a sense of comfort and be an anxiety reducer for students [10]. Research consistently links community cohesion to increased engagement, retention, and academic achievement in higher education. These insights emphasize the importance of prioritizing efforts to build and maintain strong community bonds within college and university settings. Online community does not just happen on its own; rather, instructors must plan for and orchestrate its development in their own classroom. At both community colleges and large international universities, fostering community cohesion has proven to enhance student outcomes across various academic and cultural contexts.

Nurturing Community Cohesion through Practical Strategies

There are several practical strategies that can be used for nurturing community cohesion in online higher education. Practical strategies, combined with data-driven approaches, can effectively nurture community cohesion, creating a supportive, inclusive online environment.

Virtual orientation session(s). Virtual orientation sessions are a great way to foster community cohesion in online programs. Starting with a warm welcome and allowing students to see and hear their faculty or administrators helps create a strong first impression. It shows students that their instructors and classmates are real people, not just names on a screen, and gives them a better understanding of the virtual learning environment. Providing virtual orientation helps students with their time on task and promotes social presence [11].

Icebreaker activities. During this orientation or even in a future virtual session or discussion boards, faculty could provide an icebreaker activity. Incorporating interactive icebreaker activities helps students get to know each other and start to build rapport. Icebreakers encourage the development of swift trust [12]. This could be in the form of a virtual game, an introduction to a discussion forum, or even for group introductions. An example could be finding out what the fun holiday is that day (there is at least one for every day of the year) and posing it to the class in a forum to discuss.

Faculty video recordings. Instructors can record themselves navigating around the virtual classroom, accessing the resources available, and even highlighting key features, tools, and resources that can help students to be successful. Richardson et al. and Seckman found that the use of short videos by instructors encourages social presence [13, 14]. Instructors could also create a document of common questions and answers for each week, the course overall, or even a forum that students can use to ask questions throughout the course. This could be an invaluable resource for students when they are not sure and provides something they can come back to whenever needed.

Collaborative projects. Providing collaborative online projects is another great way to help foster community cohesion. According to Richardson et al., the intentional design of group problem-solving tasks, projects, and small group discussions promotes social presence [13]. Designing collaborative group projects that require students to work together towards a common goal or assigning students to diverse groups with clear guidelines, roles, and expectations can create positive collaboration. Utilizing online collaboration tools such as Google Docs, Microsoft Teams, or Slack can facilitate real-time communication, document sharing, and project management.

Peer feedback/reflection. Another strategy is providing opportunities for peer feedback and reflection throughout the collaborative project process. Lowenthal and Dunlap found that the use of peer reviews supported relationship building and encouraged social presence [11]. Instructors can encourage students to provide constructive feedback to their peers, reflect on their contributions, and identify areas for improvement.

Metrics, surveys, and feedback forms. Some virtual classrooms have built-in metrics to help track student engagement, such as participation in discussion forums, submissions of assignments, and attendance in virtual sessions. These metrics can also help instructors identify students who may be at risk for disengagement or academic underperformance. Patterns can be analyzed to identify early warning signs and intervene proactively. Providing prompt feedback and progress reports on student participation and the quality of the engagement can promote teaching presence [15]. Surveys or feedback forms could be administered to gather insight from students about their experiences with virtual learning and community engagement. That data could be used to identify areas for improvement and help tailor interventions to address specific needs. Instructors could then take the data they have gathered from the different courses that they teach and collaborate with colleagues to identify best practices and areas of improvement.

Community cohesion is a critical driver of success in online higher education, impacting student retention, academic performance, and overall well-being. By integrating empirically-supported strategies—such as virtual orientations, collaborative projects, and data-driven interventions—institutions can build resilient, inclusive online communities that empower every student to succeed. As the landscape of higher education continues to evolve, prioritizing community cohesion is essential for ensuring that all students, regardless of their location, feel connected, supported, and equipped to thrive. Institutions must take deliberate action now to foster these virtual communities, paving the way for a more inclusive and engaged future in online learning.

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About the Author

Dr. Crystal McCabe is a full professor in the College of Education at Grand Canyon University, where she has been contributing to higher education since 2013. She holds a bachelor’s degree in psychology, dual master’s degrees in special education and professional counseling, and a Ph.D. in general psychology with an emphasis on industrial and organizational psychology. With 19 years of experience in education, McCabe has presented at over a dozen national conferences. Notably, she was an invited co-presenter at the National Teaching Professor Conference in 2019 and the Distance Teaching and Learning Conference in 2021. She was also a co-recipient of the prestigious 2020 Shauna Schullo Award for Best Distance Teaching Practices.

McCabe is deeply passionate about fostering relationships and cultivating a strong sense of community in both traditional and online classrooms. Drawing on her background in psychology, she is committed to helping educators achieve a healthy work-life balance, enhancing self-care, and promoting long-term success in their professional careers.

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