Effects of learner–instructor relationship-building strategies in online video instruction (original) (raw)
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Student perceptions of the use of instructor-made videos in online and face-to-face classes
Journal of Online Learning and Teaching, 2009
The rise in online education, coupled with research suggesting the influence of instructorlearner interaction and frequency of student engagement with course materials on academic outcomes, highlight the need for innovative ways to keep the online learner connected to the course. This article describes results from a study conducted to examine students' perceptions about the use of instructor-made videos that provided explanations of course assignments, syllabus requirements, discussed weekly topics, reviewed for exams, and answered student questions in video format in both a 100% online course and in several face-to-face courses. Student perceptions of this instructional strategy were overwhelmingly positive, with all of the students surveyed expressing satisfaction with this method of instructor-learner interaction. Open-ended answers revealed that students felt more connected to the instructor when able to view instructor-made videos. Descriptive results are provided for both the 100% online course and the face-to-face courses on variables related to frequency of viewing videos, purpose of videos viewed, and perceptions about the videos in regard to their experience with the course. Recommendations are also provided for online instructors interested in employing this teaching technique.
Building Rapport for Online Instructors
Abstract Online instruction continues to play an increasing role in secondary education. While strides have been made in both the number and variety of offerings, providing the interactions of the traditional classroom remains problematic. The benefits of rapport, in both traditional and online classes, include improved classroom and course management, higher student motivation, enhanced communication between students and instructors, and improved learning outcomes. Strong rapport in online learning environments is viewed positively by both students and faculty members. However, answers to the question as to which instructor traits support the building of rapport remains largely unanswered. Keywords: rapport; social presence; online instruction; distance learning; mixed methods Citation:
Online Learning, 2012
A multitude of factors influence interpersonal interaction between students and instructors in an online course. This study examined perceptions of six experienced online instructors to determine factors they believe increase interaction among their students and between the students and instructor of online courses. The end result is an inventory of strategies that can be used by novice and experienced online instructors alike to impact interpersonal interaction in online courses.
Brief Measure of Student-Instructor Rapport Predicts Student Success in Online Courses
At all educational levels, researchers show a positive link between student-teacher rapport and student outcomes. However, few scales have been developed to measure rapport at the university level and no study has examined the link between student-instructor rapport and objective measures of student learning in online courses. We developed a brief, 9-item rapport scale, the Student-Instructor Rapport Scale-9 (SIRS-9), and administered it, along with an existing "connectedness" scale, to university students taking online courses. Student outcome measures included three course evaluation questions and student's final course grade. Results support the internal consistency, concurrent validity, and predictive validity of SIRS-9 scores. The research and practical usefulness of the SIRS-9 are discussed.
Using Online Video Lectures to Enrich Traditional Face-to-Face Courses
International Journal of Instruction, 2015
University educators need to meet changing needs of the digital generation by integrating technology through online content delivery. Despite the many advantages of online education, a large number of university professors are reluctant to make the transition from traditional-face-to-face lectures to online delivery, mainly due to the time, cost, and technical competence requirements to make this transition, in addition to the lack of beliefs in the legitimacy of online education. This article demonstrates the use of online video lectures to adapt traditional university courses to a blended format. The study is implemented for a School of Business Marketing course. We illustrate a cost-effective and timeefficient way for faculty members to record and share online video lectures with limited training and technical support. Using a student sample from two sections of the same marketing course, the study findings support the use of online video lectures as an effective way to free class time for learner-centred activities, without sacrificing student performance outcomes or course satisfaction.
Person Over Pedagogy; Rapport Building Traits of Online Instructors
This paper reports on the findings of one segment of a larger triangulated study of student views towards instructors’ rapport-building traits and practices in online learning environments. Participants were undergraduate and graduate students enrolled in courses within an educational technology program at a central Texas university. This part of the study employed a mixed-methods approach involving a Likert-item assessment of learners’ preferences and semi-structured interviews that provided more-detailed information. Findings indicated a strong preference for behavior-based traits over pedagogically-based ones. These traits loaded into the components of Social Presence, Enjoyable Interaction, and Personal Connection.
Beyond Content: The Value of Instructor-Student Connections in the Online Classroom
Journal of the Scholarship of Teaching and Learning, 2018
Research clearly establishes the value of online education to foster students' cognitive understanding of course material. However, engagement in the learning experience requires more than mere acquisition of new knowledge; to be fully engaged in the learning process, students must also connect with their peers and instructor in a meaningful way. The purpose of this study is to examine the value of instructor-personalized audio lectures as means of fostering students' engagement with course content and the online learning experience. Qualitative data on the student experience found that instructor-personalized audio lectures enhanced students' perceptions of value and engagement; quantitative data using a standardized engagement measure revealed no significant differences. Students' qualitative feedback about their online learning experience indicated that instructor-personalized audio lectures fostered greater student-instructor connections and significantly impacted the likelihood of students' engaging with course material. Recognizing the value of student engagement for ongoing satisfaction and retention in online learning programs, findings suggest that the creation of personalized audio lectures provides an efficient and effective means for faculty to positively impact students' online learning experience.
Comparison of Faculty and Student Perceptions of Videos in the Online Classroom
Journal of University Teaching and Learning Practice, 2019
While instructors and students generally value the integration of videos in the online classroom, there are a number of practical considerations that may mediate the utility of videos as a teaching and learning tool. The current survey examines faculty and student perceptions of videos in the online classroom with an emphasis on the practical factors that influence video integration. Results indicate differences in faculty and student acceptance and endorsements of videos for content presentation compared to assignment feedback. Faculty desire more opportunities to interact with their students (i.e., video-based discussions, video-conferencing, and student-generated videos) and highlighted efficiency as a key consideration. Students emphasized a desire for multiple opportunities to engage with course material; while students value text-based resources, they also want to have options to learn and interact via video and audio. Key to student recommendations is an awareness of the time...
Students' Attitudes Towards Rapport-Building Traits and Practices in Online Learning Environments
Wright, Robert Demmon, Students' attitudes towards rapport-building traits and practices in online learning environments. Doctor of Philosophy (Educational Computing), December, 2012, 133 pp., 9 tables, 4 illustrations, references, 135 titles. This research was a triangulated study of student attitudes towards instructors' rapport-building traits and their preferences amongst instructors' rapport-building practices in online learning environments. Participants were undergraduate and graduate students enrolled in courses within an educational technology program at a central Texas university. The study employed a mixed-methods approach involving the Likert-item assessment of learners' attitudes, the identification and prioritization of learner preferences through pairwise comparisons, and semi-structured interviews that provided richer, more detailed information. Findings indicated a strong preference for instructor-based traits and practices over pedagogically-based ones. These traits and practices loaded into the components of social presence, enjoyable interaction, and personal connection.