"What’s your good news?" Increasing cohesion in an online course

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I read with interest a recent journal article on the benefits of having students share some good news from their lives. This study was done in a face-to-face class, but I’m wondering about the implications for online students.

Courtney Gosnell at Pace University randomly assigned her students to share good news with their classmates eight to ten times over the course of a term. Those who felt like they got the most support from their classmates reported “a greater sense of class belonging,” a “stronger belief that their classmates wanted them to succeed,” “greater college identification,” and “greater satisfaction with college life.” And, interestingly, they “also approached the class with more of a challenge mindset” (Gosnell, 2019).

Given that the students who got the most benefit from sharing their good news were the ones who felt the most supported, the question is how to help students feel more supported. Gosnell (2019) suggested giving students a little training on what an “active constructive response” is, such as that described by this Woods and colleagues article (2015). These researchers presented pairs of people who shared a close relationship—romantic or platonic—with a 20-minute training on how better to give and respond to, well, good news, “including verbal (e.g., energetic voice, positive feedback, and ask specific questions) and nonverbal (e.g., smile, raise eyebrows, nod, and face body toward partner) examples of active–constructive responding.”  

This term I am asking my face-to-face students to share some good news with their groups during our first class session of the week. But these aren’t the students I’m concerned about.

It’s my online students that I would like to feel more connected to each other, to me, and to the college.

Since my online students have a weekly discussion board (one initial post and two responses) that is pretty prescriptive in its requirements, it wasn’t hard for me to wedge in a good news requirement. Here are the instructions for the first part of their initial post.

Part A: Good news from the last week

What's the most positive experience you’ve had in the last week. Only share if you feel comfortable, otherwise tell us about your second most positive experience. It could be big (“I got an A on an assignment!”, “I got a car!”) or it could be small (“I have a new favorite dessert,” "My grocery bag broke, and someone helped me pick everything up."). Tell as much as you want about your event.

For the response, everything in the nonverbal section that Woods and colleagues (2015) identified I could safely exclude from this online forum. For the verbal, I went with a reaction (presumably positive since the person is sharing good news) and a question. Here are the response instructions for this section of the discussion.

Part A: Good news from the last week

Share your reaction to their good news, e.g., "I am so happy for you!", "It sounds like you had a lot of fun!", then ask at least one follow up question, "What kind of car did you get?", "What was in your new favorite dessert?". 

We’re only a few weeks into the term, so my sample is small, but I’ve been having a lot of fun reading their good news and their responses to the good news of other students. Through sharing good news, we’re getting to know each other better. I already know who likes football, who plays soccer, who enjoys shopping for dresses, who has struggles with transportation, who likes cheesecake, and who has a new job. Whatever someone shares, the responses to their good news feel genuine. While the questions are required, (most of) the questions come across as legitimate interest. Many students provide a follow-up in response to the questions asked, which I’m grateful for, because I often have the same questions.

While I don’t participate in the group discussion, I do score the discussions. In my comments, I offer my own reaction to their good news, ask a question, and then give my good news for the week.

Near the end of the course I’ll ask my students about how connected they felt to the others in their groups and to me. I’m especially interested in seeing if more students persist in the course than has been true in my previous online courses.

What’s your good news?



Gosnell, C. L. (2019). Receiving quality positive event support from peers may enhance student connection and the learning environment. Scholarship of Teaching and Learning in Psychology. https://doi.org/https://doi.org/10.1037/stl0000178

Woods, S., Lambert, N., Brown, P., Fincham, F., & May, R. (2015). “I’m so excited for you!” How an enthusiastic responding intervention enhances close relationships. Journal of Social and Personal Relationships, 32(1), 24–40. https://doi.org/10.1177/0265407514523545

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About the Author
Sue Frantz has taught psychology since 1992. She has served on several APA boards and committees, and was proud to serve the members of the Society for the Teaching of Psychology as their 2018 president. In 2013, she was the inaugural recipient of the APA award for Excellence in the Scholarship of Teaching and Learning at a Two-Year College or Campus. She received in 2016 the highest award for the teaching of psychology--the Charles L. Brewer Distinguished Teaching of Psychology Award. She presents nationally and internationally on the topics of educational technology and the pedagogy of psychology. She is co-author with Doug Bernstein and Steve Chew of Teaching Psychology: A Step-by-Step Guide, 3rd ed. and is co-author with Charles Stangor on Introduction to Psychology, 4.0.