Building Rapport to Improve Retention and Success in Online Classes

Glazier, Rebecca A.

doi:10.1080/15512169.2016.1155994

Cited by 130 publications

(118 citation statements)

References 63 publications

(63 reference statements)

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“…For students, rapport is related closely to their class participation and learning motivation (Frisby & Martin, 2010;Ahmad, 2016). Glazier (2016) points out -rapport has a strong, significant, and consistently positive effect‖ (p. 438) in helping students learn, which is in line with den Brok, Brekelmans and Wubbels' -teacher is one of the elements contributing to the opportunities for pupils to learn‖ (2004, p. 409). It could reduce anxiety, increase class participation, encourage classroom interaction, create a positive environment and promote students' learning (Frymier & Houser, 2000;Frisby & Martin, 2010).…”

Section: Significance Of Teacher-student Relationshipmentioning

confidence: 54%

“…It is common that students like a subject because of a teacher (Yang, 2008). It could also lower the number of students' failure in a course (Glazier, 2016). Students, who are in a rapport with their teachers, tend to concentrate better and have positive learning attitude.…”

Section: Significance Of Teacher-student Relationshipmentioning

confidence: 99%

“…The CFL teachers learned to shrink power distance through humor for building a better teacher-student relationship. Betty's -God created the world and everything else is made in China‖ created harmonious classroom atmosphere and made herself more approachable (Glazier, 2016), which contributed to a better teacher-student relationship. Jack's accidental disclosure of his real self by an emergent cockroach alleviated teacher-student tension in class (Myers et al, 1998) and thus, narrowed down the power distance between him and his students, which contributed to better teacherstudent relationship and students' learning interest and opportunity.…”

Section: Narrowing Down Power Distance Through Humor and Self-revelationmentioning

confidence: 99%

See 2 more Smart Citations

Transformation of Chinese as a Foreign Language Teachers’ Relationship with Their Students in the Australian Context

Han¹,

Ji²,

Han³

2019

IJCE

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This study explores the transformation of teacher–student relationship between expatriate Chinese as a Foreign Language (CFL) teachers and their students situating in the Australian educational context. The disparity of tradition between the two educational cultures influences substantially on communication between teachers and students within classroom. To better understand how CFL teachers’ background educational culture may impact their interaction with Australian students, focus group discussion data were applied as the data collection method. Findings reveal that at the beginning of their teaching practice CFL teachers’ understanding of teacher–student relationship influenced by their background educational culture had major impact on their strategies in teacher–student interaction in class. However, with the progress of teaching and meantime influenced by the Australian local educational culture, their behaviors for dealing with teacher–student relationship in class changed. Basically, their ways of handling teacher–student relationship transformed from a more Eastern guanxi tendency to a more Western rapport tendency. This transformation did not occur automatically and easily; it was achieved by the CFL teachers’ struggles and tribulations in the process of interacting with their Australian students. In an era of CFL teacher shortage, it is hoped that this study would shed some light on CFL teacher education.

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Section: Significance Of Teacher-student Relationshipmentioning

confidence: 54%

Section: Significance Of Teacher-student Relationshipmentioning

confidence: 99%

Section: Narrowing Down Power Distance Through Humor and Self-revelationmentioning

confidence: 99%

See 1 more Smart Citation

Transformation of Chinese as a Foreign Language Teachers’ Relationship with Their Students in the Australian Context

Han¹,

Ji²,

Han³

2019

IJCE

View full text Add to dashboard Cite

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“…Students felt that their teacher was approachable; they enjoyed the fun and became more interested in learning. It can be argued that teacher-student rapport is improved when teachers are approachable (Glazier, 2016). However, attempts at humor may not always have the desired effect.…”

Section: Authority Vs Humormentioning

confidence: 99%

Cultural Concepts as Powerful Theoretical Tools: Chinese Teachers’ Perceptions of Their Relationship with Students in a Cross-Cultural Context

Han

2019

ij-sotl

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Teachers' cultural backgrounds can result in challenges in establishing positive teacher-student relationships in cross-cultural settings. The context for this study is based on the everyday practice of teachers and students in the classrooms of diverse Australian schools, where issues of cross-cultural teacher-student relationships have been raised. This study involved a group of Chinese-background Mandarin teachers who had one year of volunteer teaching experiences in Australian schools. Data were collected from focus group discussions at the point of the completion of their twelve-month teaching practice, in order to access their fresh memories of their experiences. It explores their "culture" in relating to their Australian students during their teaching practice. This research draws on Chinese cultural concepts for theorizing and finds that the cultural concepts of Guanxi/relationship, Dengji/hierarchy, Zunzhong/respect, and Hexie/harmony have had a significant impact on these teachers' understanding and management of teacher-student relationships in their Australian classes.

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“…Some students report that their best learning experience in an online course is interaction with their instructors (Holzweiss et al, 2014) with instructor accessibility being the key in their overall satisfaction (Boling et al 2012). The rapport that instructors build with their online students can also positively impact student outcomes (Glazier, 2016). In order to help promote engagement studentinstructor interaction should be regular and consistent (Britto & Rush, 2013), which could include recurring emails and announcement reminders (Martin & Bolliger, 2018).…”

Section: Student-instructor Interactionmentioning

confidence: 99%

A Comparison of Faculty and Graduate Students’ Perceptions of Engaging Online Courses: A Mixed-Method Study

Gonzalez¹,

Moore²

2020

INT J EDUC METHODOL

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The purpose of this study was to compare and contrast faculty and graduate students' perceptions of engaging online courses. This mixed-methods study occurred in a mid-sized state university in northeastern United States. Data from an online survey and semi-structured interviews indicated that graduate students and faculty perceived similar online course elements in the areas of social and teaching presence as engaging: interpersonal connections, structured learning environments, and variety in course activities and type of technology used. Both believed that poor organization was unengaging. Subtle differences in perception were illuminated by the qualitative analysis. The results have implications for online course pedagogy and research methodology.

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Building Rapport to Improve Retention and Success in Online Classes

Cited by 130 publications

References 63 publications

Transformation of Chinese as a Foreign Language Teachers’ Relationship with Their Students in the Australian Context

Transformation of Chinese as a Foreign Language Teachers’ Relationship with Their Students in the Australian Context

Cultural Concepts as Powerful Theoretical Tools: Chinese Teachers’ Perceptions of Their Relationship with Students in a Cross-Cultural Context

A Comparison of Faculty and Graduate Students’ Perceptions of Engaging Online Courses: A Mixed-Method Study

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