Supporting Preservice Special Education Teachers

Fostering Community in Online Learning Environments

Abstract

The increase in online courses in preservice special education has reshaped the landscape of teacher preparation, presenting both opportunities and challenges. Research underscores the importance of creating a culture of belonging in both face-to-face and online spaces, as it has been shown to enhance student engagement, motivation, and academic achievement. However, challenges related to physical distance, limited synchronous interactions, and feelings of isolation can hinder students’ sense of connection and community in online learning environments. Instructors play a pivotal role in cultivating learning and a sense of belonging in online spaces by intentionally designing online courses that actively foster inclusion and interpersonal connections. This article explores the Community of Inquiry (CoI) framework as a tool for intentionally supporting learning and creating a culture of belonging in online preservice special education programs. We provide practical strategies for four critical instructional areas: collaborative small group activities, asynchronous discussion boards, required readings, and online lectures. For each area, we offer evidence-based approaches and illustrative examples for enhancing the cognitive, social, and teaching presence dimensions of the CoI framework. By implementing these targeted approaches, instructors can mitigate barriers in online courses and create more supportive and connected learning experiences for preservice special education teachers.