Utilizing feminist theory, this article offers online pedagogical practices that acknowledge time as a factor impacting students' learning experiences online in order to move toward collective well-being. Collective well-being acknowledges that students and instructors are human beings and need to be treated with respect and care to function at their highest potential and capacities. The embodied aspect of connectivity recognizes that the humans behind the screens bring their full selves to the work, even as not all of themselves are seen or acknowledged through a digital connection. Time is a part of the embodied lives of students and instructors. In this paper, we share examples illustrating how recognizing and honoring the role of time allows teachers and students to move beyond academic wellness toward humanizing practices and collective well-being.