Implementing the Fast Friends Procedure to Build Camaraderie in a Remote Synchronous Teaching Setting

William J. Chopik, Jeewon Oh

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


Introduction: Improving students’ experiences in courses has always been important; one important method for facilitating discussions is an effective icebreaker activity. Statement of the Problem: The move to remote learning during the COVID-19 pandemic presented new challenges for fostering connections among students. Given the constraints in remote learning, teachers need effective and feasible ways to improve student experiences. Literature Review: We reviewed traditional icebreaker activities and highlighted the potential for implementing the Fast Friends procedure in a remotely delivered synchronous class. This procedure involves a discussion guided by a series of increasingly intimate questions meant to enhance connection between unacquainted people. Teaching Implications: Undergraduate and graduate students reported having a positive experience and building connections from the procedure, including enhanced classroom motivation. We share materials so interested readers and teachers can easily implement this. Conclusion: The Fast Friends procedure is a promising icebreaker activity to include at the start of the semester that can help students have a positive experience and build connection with classmates.

Original languageEnglish (US)
Pages (from-to)227-233
Number of pages7
JournalTeaching of Psychology
Issue number2
StatePublished - Apr 2024
Externally publishedYes


  • COVID-19
  • close relationships
  • fast friends procedure
  • icebreaker
  • student connection

ASJC Scopus subject areas

  • Education
  • General Psychology


Dive into the research topics of 'Implementing the Fast Friends Procedure to Build Camaraderie in a Remote Synchronous Teaching Setting'. Together they form a unique fingerprint.

Cite this