Creating Belonging in Extra-Large Cohorts: Pro-Social Pedagogy in Action

We know that student belonging doesn’t scale automatically, especially in a module of 500+. In this post, the fourth in a series from colleagues at the University of Exeter Business School on teaching large modules, we discuss how using pro-social learning approaches can create belonging and collaboration for learners, even in modules that enrol hundreds of students. Read on for advice on how to foster community, collaboration and confidence at scale.

In a seminar of 20 students, you can learn every name. In a module of 500+, you can’t – but that doesn’t mean belonging is out of reach. If anything, a sense of connection is more important in extra-large modules, where asynchronous learning and optional workshops can easily lead to drift, disengagement and disconnection. Below we explore how Exeter educators are using pro-social learning to build belonging and collaboration for learners at scale.

1. Design for Interaction, Not Just Instruction

When students work together meaningfully, engagement and learning deepen. Pro-social pedagogy goes beyond passive attendance. It invites students to co-create knowledge, debate ideas, and support one another’s development.

Here’s what works in large cohorts:

• Socialise the cohort early: Enable workshop participants to mingle and mix in the first few weeks of a module.
• Small group consistency: Keep students in the same teams for the rest of term. This builds trust, confidence and comfort with participation.
• Peer conversations: Encourage students to reflect on each other’s work. Use roles (e.g., “innovator”, “investor”) to frame feedback.
• Debate-centred workshops: Position debate as a core pedagogic tool. When students know that their perspectives matter, they prepare more thoughtfully.

2. Build Cohort Identity and Shared Milestones

Large modules can feel anonymous. Creating moments where students come together, physically or virtually, helps transform a collection of individuals into a learning community.

Ideas include:

• Welcome sessions: Host a cohort-wide informal introduction at the start of term.
• Shared competitions or challenges: Group pitches, design sprints, or gamified activities can create memorable shared experiences.
• Celebration events: Recognise progress with awards, showcases, or “finale” events to bring closure and a sense of achievement.

These moments don’t just boost morale – they help students feel seen and part of something bigger.

3. Foster Peer-Led Learning and Feedback

When students support one another, learning becomes social. Using peer assessment and co-reflection activities:

• Empowers students to articulate expectations and evaluate ideas.
• Builds soft skills like communication, negotiation, and empathy.
• Reduces tutor workload while enhancing feedback literacy.

One simple technique: ask students to reflect on how their feedback helped others, and how they benefited in return. This reinforces community values and deepens their investment in the module.

4. Inclusion by Design

Belonging doesn’t mean conformity. In large, interdisciplinary modules, students bring diverse identities, abilities and learning preferences. Inclusive practice means:

• Using examples from varied global contexts.
• Offering different modes of participation (speaking, writing, making, visual tools).
• Designing activities that include everyone – from introverts to extroverts.

One effective method? The “Crazy 8s” ideation format, where everyone shares ideas after sketching them privately. This gives less confident students space to think before speaking, boosting overall engagement.

If you’re interested in honing skills around pro-social education, the InnoPlay Studio course run out of the CQ in the Business School is a great opportunity. See more here.

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