ERIC Number: EJ1416518
Record Type: Journal
Publication Date: 2024
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0098-6283
EISSN: EISSN-1532-8023
Available Date: N/A
Implementing the Fast Friends Procedure to Build Camaraderie in a Remote Synchronous Teaching Setting
William J. Chopik; Jeewon Oh
Teaching of Psychology, v51 n2 p227-233 2024
Introduction: Improving students' experiences in courses has always been important; one important method for facilitating discussions is an effective icebreaker activity. Statement of the Problem: The move to remote learning during the COVID-19 pandemic presented new challenges for fostering connections among students. Given the constraints in remote learning, teachers need effective and feasible ways to improve student experiences. Literature Review: We reviewed traditional icebreaker activities and highlighted the potential for implementing the Fast Friends procedure in a remotely delivered synchronous class. This procedure involves a discussion guided by a series of increasingly intimate questions meant to enhance connection between unacquainted people. Teaching Implications: Undergraduate and graduate students reported having a positive experience and building connections from the procedure, including enhanced classroom motivation. We share materials so interested readers and teachers can easily implement this. Conclusion: The Fast Friends procedure is a promising icebreaker activity to include at the start of the semester that can help students have a positive experience and build connection with classmates.
Descriptors: Distance Education, Synchronous Communication, Undergraduate Students, Graduate Students, Peer Relationship, Sense of Community, Intimacy, Student Attitudes, Learner Engagement, Self Disclosure (Individuals), Interpersonal Communication, Dialogs (Language)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A