Skip to Main Content

Reflective Practice Large Group Meeting Resources, 2019 -2020


Building a sense of community in an online classroom can be a challenge, but is an essential component for online student success and retention. In this session, seasoned online professors Tess O’Neil and Mary Stewart shared methods they had used to successfully foster student engagement in the online classroom.    


Glass, J., & Dotson-Blake, K. (2013). Online group activities to enhance counselor education. American Counseling Association. Call No BF636.65 .G53 2013 

Haythornthwaite, C., & Kazmer, M. (2004). Learning, culture, and community in online education: Research and practice. P. Lang. Call No  LC5800 .L45 2004 

Lehman, S., & Conceição, R. (2014). Motivating and retaining online students : Research-based strategies that work.  Jossey-Bass. Ebook 


Albon, Rozz J., & Jewels, Tony J. (2009). Beyond "read and discuss": Promoting dynamic online interaction and humanness using mediated learning experience. International Journal of Teaching and Learning in Higher Education, 21(3), 310-325.  

Banna, J., Grace Lin, M., Stewart, M., & Fialkowski, M. (2015). Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course. Journal of Online Learning and Teaching, 11(2), 249-261.  

Brooks, C., Mosier, B., & Bassett, M. (2020). Teaching from Home? Now What? Preparing Your Online Emergency Teaching Toolkit. Journal of Physical Education, Recreation & Dance91(6), 46-49.

Camus, M., Hurt, N., Larson, L., & Prevost, L. (2016). Facebook as an online teaching tool: Effects on student participation, learning, and overall course performance. College Teaching, 64(2), 84-94. 

Capdeferro, N., & Romero, M. (2012). Are online learners frustrated with collaborative learning experiences?. The International Review of Research in Open and Distributed Learning, 13(2), 26-44.  

Carr, M. (2014). The online university classroom: One perspective for effective student engagement and teaching in an online environment. Journal of Effective Teaching, 14(1), 99-110.

Dietz-Uhler, B., & Lanter, J. (2012). Perceptions of group-led online discussions: The benefits of cooperative learning. Journal of Educational Technology Systems, 40(4), 381-388  

Dwinnells, S. (2019) How to keep from going MIA in your online course. Faculty Focus. 

Fahara, Manuel Flores, & Castro, Armida Lozano. (2015). Teaching strategies to promote immediacy in online graduate courses. Open Praxis, 7(4), 363-376. 

Hew, K. (2016). Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. British Journal of Educational Technology, 47(2), 320-341. 

Mooney, M., Southard, S., & Burton, C. (2014). Shifting from obligatory discourse to rich dialogue: promoting student interaction in asynchronous threaded discussion postings. Online Journal of Distance Learning Administration, 17(1), 1-12. 

Nami, F., Marandi, S., & Sotoudehnama, E. (2018). Interaction in a discussion list: An exploration of cognitive, social, and teaching presence in teachers’ online collaborations. ReCALL : The Journal of EUROCALL, 30(3), 375-398. 


ACUE Online Teaching Toolkit