Teachers’ Perceptions of Teacher-Student Relationship in Distance Education
In this qualitative study (N = 4), we explore teachers’ perceptions of teacher-student relationship in distance education. Participants were teaching in both distance- and traditional classrooms, and we took a within-subject approach in order to highlight the differences in relationship between the two settings, with each participant being interviewed twice, using the Teacher Relationship Interview (TRI) protocol. TRI is focused on the teacher’s relationship with a single student chosen by the interviewed teacher. Findings suggest differences in the ways our participants perceived their students and communicated with them. Specifically, participants chose to be interviewed about distant students who were academically successful and about traditional classroom students who were generally struggling. Additionally, when referring to relationship with the distant students, it was mostly about issues directly related to the material taught, while regarding the traditional classroom student, there was a more comprehensive look at the relationship. Interestingly, there was emphasis on communication means and practices only when referring to the distant student. Finally, according to the participants, text-based communication – on which they were mostly relying – may impact teacher-student relationship in different ways.
