Active participation by online students is problematic for higher education (Song et al., 2019), with evidence showing higher participation results in better grades (Bettinger et al., 2017). For online learners to persist, the environment must be interactive (Croxton, 2014) and support social interactions (Bickle & Rucker, 2018).

Asynchronous online learning provides access to learning resources to be completed independently without real-time interactions. It offers greater flexibility, enabling students to learn anytime and anywhere (Martin & Bolliger, 2023). When designed intentionally, it can offer authentic active learning opportunities through participation, collaboration, and higher-order cognition (Davis et al., 2018).

Despite benefits, online learning can create disconnect from peers due to lack of social interaction (Bickle & Rucker, 2018). However, interactive technologies can increase presence (Panettieri, 2013). Technologies including video and voice help provide a more connected environment (Palloff & Pratt, 2007).

VoiceThread, a multimedia social-interaction platform, has been shown to help create community (Delmas, 2017) and facilitate engaging learning communities that encourage student involvement (Ward, 2017). Pacansky-Brock et al. (2020) suggest what’s missing is a human element – designing discussions with warm, asynchronous voice/video technologies opens opportunities for community building.