Online education is now a common mode of delivery to support continuous education and training for adults. A range of technological platforms and processes have evolved to make online learning more engaging and effective, notably since the pandemic. Notwithstanding the widespread adoption of online education, research shows that many adult learners still experience feelings of social isolation in the online learning space. This calls for educators to incorporate practices to facilitate social connectedness to improve adults’ overall learning experiences. Social connectedness encompasses concepts such as connectedness, belongingness, relatedness, intersubjectivity and psychological safety. These provide a framework to guide social connectedness within online learning. The study reported here investigated adult educators’ practices for social connectedness when delivering online learning to adults who engage in continuing education and training in Singapore. Data was gathered through 10 in-depth interviews with experienced adult educators. Some learning activities and artefacts they used during online classes were analysed for connectedness, belongingness, relatedness, intersubjectivity and psychological safety. The analysis indicated psychological safety as an important element for social connectedness. The findings inform the design of a six-step guide for adult educators to boost social connectedness in their online provisions. This exploratory research contributes to ongoing efforts to improve the quality of online learning by enhancing social connectedness.