These social connections are serious and important, even though the means for achieving them may be fun. Faculty who teach small classes or ones that meet frequently may have less difficulty developing a sense of community among their students than teachers who routinely have large classes or ones that meet infrequently, but community-building does not only depend on these structural elements. Some students may not possess the social skills to introduce themselves to others, and it may take several weeks before they are comfortable enough to try. Ironically, even when students use pen names to hide their real identity, computer conferencing can build class cohesion quickly outside of class time. The research on retention and persistence indicates that students who are unengaged with the course or who lack social connections with others in the class are in danger of dropping.
Social integration is a prelude to learning.
Many faculty members are aware of this research, but find it difficult to negotiate all the competing needs during the first two weeks of class. Institutional and external influences on social integration in the freshman year. Findings and insights from twenty years of research. Encouraging reticent students to contribute. Our classes are not egalitarian spaces.