Building Community and Cohort Presence in Online Courses
A piece by Justin Pinnells, CATALYST’s Academic Director, on how to build happy, productive cohorts online.
The power of community within schools, educational programmes, and cohort-based activities is undeniable. Students come together to learn, and in the process, often forge lifelong friendships or at the very least, meaningful connections. In the realm of online education, however, building such connections can be more challenging. The virtual nature of the platform and the transient experience it offers can make it harder for students to bond as they might in a physical setting. Sitting in close proximity, having lunch together, chatting about hobbies, and maybe spending time together after classes - these things happen naturally in brick-and-mortar school, but the lack thereof doesn't mean that forming connections online is impossible; it simply requires a more intentional approach.
To date, CATALYST courses have excelled in fostering community. Our students form strong bonds with their teams, cohorts, and mentors. They share Spotify playlists, social media accounts, and even host watch parties. A unique feature of our platform is a 2D avatar that students control, allowing them to navigate a virtual space. This design promotes spontaneous interactions, with students gathering in groups in between sessions or playing games in the virtual game room. The platform's inherent social nature has been instrumental in community building.
From our experience, there are three primary methods to nurture strong cohort relationships:
a) Structured synchronous activities (e.g., timetabled activities, group work, team challenges, presentations, and always having cameras on).
b) Structured asynchronous activities (e.g., posting work on our VLE, peer commenting, community-post engagement, and peer feedback, profile photos for all students).
c) Unstructured activities (e.g., post-day games, casual chats, playlist creation, social media exchanges, and shared video watching).
While many of our cohorts bond effortlessly, some groups take longer to gel. Despite offering identical courses, the dynamics can vary. Some students may be hesitant to voice opinions or show initiative. One significant factor influencing community building appears to be age. Younger students (ages 10-13) are naturally more outgoing and interactive. In contrast, older students (ages 13-18) can be more reserved (initially), especially when expressing themselves in front of an unknown group of peers. This is understandable given their developmental stage, and their grappling with new ideas and subjects.
Occasionally, language barriers or inherent shyness might account for a student's reticence. However, one enlightening observation came during an informal game session. A previously reserved cohort of older students transformed into an animated group, engaging freely and joyfully. This highlighted the importance of incorporating low-stakes, playful activities that allow students to interact without the fear of academic judgment. Just as in brick-and-mortar schools, where students bond during breaks or after-school activities, online courses should also offer spaces for such interactions. They form important moments in which students define friendships and are able to show their personalities, make jokes and simply have fun. All very important for healthy communities. Too often, online-course providers focus solely on delivering content, when in fact the learning experiences can be made so much richer with happy and thriving cohorts.
In light of these insights, we are introducing a fourth pathway to enhance community building in our online courses:
d) Structured/timetabled social time and ludic activities (e.g., parlour games, mixers, and digital games like Pictionary, Tetris, and Among Us).
These more playful activities don’t have to be entirely void of educational content, but it’s best to keep them light-hearted, to balance an otherwise busy and rigorous week of deep thought, debate and academic engagement.
Upon reflection, we’ve had to re-learn that the essence of education extends beyond academic content. It's about creating an environment where students feel connected, valued, and engaged. As we move forward, CATALYST remains committed to enriching the online learning experience by fostering a sense of community and belonging among our students. After all, a happy and thriving cohort not only enhances the learning experience but also paves the way for lasting relationships and personal growth.
