Online learning is negatively associated with student connectedness. Due to the COVID-19 pandemic, Higher Education (HE) institutions have pivoted to blended and online learning. Subsequently, HE institutions have seen a shift in student connectedness resulting in loneliness, isolation, social and psychological distance. Consequently, it is essential for teacher practitioners to respond with innovative digital learning resources that aim to develop student connectedness. The current systematic review aimed to explore the research question: what are the characteristics of effective digital teaching resources when the aim of the resource is to build student connectedness? This systematic literature review was conducted in line with published guidance for undertaking reviews (Centre for Reviews and Dissemination, 2009). Successively, 17 papers met the inclusion criteria and were analysed using a thematic synthesis approach. Results identified five key themes that are important when designing digital resources to build connectedness: usability; teacher interaction; immediacy; synchronicity; and community. The findings of this research are expected to provide a template to assist teacher practitioners in creating innovative digital resources that facilitate connectedness.

在线学习与学生的联系呈负相关。由于 COVID-19 大流行，高等教育 (HE) 机构已转向混合和在线学习。随后，高等教育机构发现学生之间的联系发生了变化，导致孤独、孤立、社交和心理距离。因此，教师从业者必须使用旨在培养学生联系的创新数字学习资源做出回应。当前的系统评价旨在探讨研究问题：当资源的目的是建立学生联系时，有效的数字教学资源的特征是什么？该系统性文献综述是根据已发表的综述指南进行的（Centre for Review and Dissemination，2009）。依次，17 篇论文符合纳入标准，并使用主题综合方法进行分析。结果确定了在设计数字资源以建立连通性时很重要的五个关键主题：可用性；教师互动；直接; 同步性；和社区。这项研究的结果有望提供一个模板，以帮助教师从业者创建促进连通性的创新数字资源。