Lean on Me: Developing Restorative Thinking in Online Higher Education Faculty


  • LaVonne Riggs-Zeigen Grand Canyon University
  • Elizabeth Larson Grand Canyon University
  • Thomas Dyer Grand Canyon University




restorative thinking, restorative practice, social-emotional, mindfulness, relational competence, social presence, academic self-attributions


This article is a literature review to understand if there is a need to study the implementation of restorative thinking in the online classroom. Restorative thinking is the metacognitive processing of the power dynamics in a learning environment that works toward equalizing the balance of power while increasing student engagement, relationship building, and social consciousness. The researchers focused on the importance of strengthening student-faculty relationships and communication, particularly in the distance learning environment, through analyzing established theoretical information and research on teacher perceptions of transformative thinking and students’ self-perception of their contributions in an online classroom. This review centered on students’ educational experiences in the classroom and how educators can increase student performance. The researchers look to guide educators’ perceptions of transformative thinking by implementing restorative practices, mindfulness, relational competencies, social presence, and positive self-conception, providing opportunities to identify students’ positive and negative academic experiences to increase academic performance.