Abstract
Fully online asynchronous initial teacher education (ITE) offerings are increasing, yet online learning may negatively impact students' relationships leaving them feeling isolated and disconnected. Despite rigorous attention to the impact of social presence on success in online learning, social connection in fully asynchronous ITE courses is under-researched. This article investigates the experiences of 130 preservice teachers' (PSTs) sense of connection when studying asynchronously online. The data suggest that PSTs value social presence and a pedagogy of care but also highlights a significant disconnect between the parameters of asynchronous learning and PSTs’ expectations, presenting an important consideration for ITE providers.
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