The article explores various teaching practices that can help foster a sense of community and engagement in emergency remote teaching (ERT) using the Zoom video conferencing platform. Guided by social constructivism theory and the community of inquiry (CoI) model, the authors present several strategies aligned with constructivism and the CoI framework to create meaningful interactions among learners, instructors, and course content. These strategies include conducting icebreakers, using think-pair-share activities with breakout rooms, implementing concept or mind maps, facilitating knowledge checks with polling or true\/false statements, initiating brainstorm discussions, hosting jigsaw activities, harnessing case studies, and incorporating minute papers. The authors emphasize the importance of not assuming online learning is the same as ERT and offer practical, pedagogically sound ways to foster and maintain a sense of community and interaction in the ERT context. The teaching practices outlined aim to facilitate learner-content, learner-instructor, and learner-learner interactions, which are critical for creating a sense of community and engagement among students during this unprecedented shift to remote teaching.<\/p>\n\n\n\n
Bakir, N., & Phirangee, K. (2021). ZOOMing into a Community: Exploring Various Teaching Practices to Help Foster Sense of Community and Engagement in Emergency Remote Teaching. Journal of Teaching and Learning with Technology<\/em>, 10<\/em>, 386\u2013389.<\/p>\n\n\n\n