Rapport in distance education

Abstract

<p>Rapport has been recognized as important in learning in general but little is known about its importance in distance education (DE). The study we report on in this paper provides insights into the importance of rapport in DE as well as challenges to and indicators of rapport-building in DE. The study relied on interviews with 42 Canadian high-school DE teachers. Findings revealed that rapport is necessary in DE because of the absence of face-to-face communication. Challenges to building rapport relate to the geographic dispersion of students, the asynchronous nature of DE, teacher workload, limits of the software, teachers and students not seeing the need for rapport, and DE traditions. We identified six categories of rapport-building in DE as follows: <em>Recognizing the person/individual; Supporting and monitoring; Availability, accessibility, and responsiveness; Non text-based interactions; Tone of interactions; Non-academic conversation/interactions</em>. We break the categories into subcategories and provide indicators for each one. The indicators might also be used in contexts of DE teacher professional development as a springboard for discussion, or, more prescriptively, as guides to DE teacher behaviour. A follow-up study using a more fine-grained focus on specific indicators might provide insights into specific rapport-related behaviours.</p>

Telepractice in Speech–Language Therapy: The Use of Online Technologies for Parent Training and Coaching

“…In addition to the preliminary nature of the framework, the following concerns remain as critical considerations when adopting telepractice: (a) the degree of rapport that can be established with a family via telepractice and its impact on outcomes is unknown (Murphy & Rodriguez-Manzanares, 2012), (b) the quality of services clients receive via telepractice in comparison with on-site requires further scrutiny (Cason et al, 2012; Olsen, Fiechtl, & Rule, 2012), and (c) the applicability of telepractice for professionals and/or parents who are “technophobes” or who have limited experience with technology needs to be determined (Vismara et al, 2013).…”

Communication in Online Learning – How Important is It?

“…This is important for students because rapport is associated with greater learning outcomes, better attendance, greater focus, increased enthusiasm, and greater participation (Granitz, Koernig, and Harich 2009). Rapport is especially important in VS environments because the more familiar teachers are with their VS students and the more contact that teachers and students in VS environments have, the better the chance of student success (Murphy and Rodriguez-Manzanares 2012). Rapport in VS environments is difficult to establish in part because of physical distance and on-task time differences (Murphy and Rodriguez-Manzanares 2012).…”

“…Rapport is especially important in VS environments because the more familiar teachers are with their VS students and the more contact that teachers and students in VS environments have, the better the chance of student success (Murphy and Rodriguez-Manzanares 2012). Rapport in VS environments is difficult to establish in part because of physical distance and on-task time differences (Murphy and Rodriguez-Manzanares 2012). Since body language is not available in VS environments, VS teachers must find creative ways of building rapport with their students (Murphy and Rodriguez-Manzanares 2008).…”

Replication of the learning alliance inventory to blended student populations

“…In terms of the effects of the teaching alliance on academic outcomes in the online learning community, only one study was located (Murphy & Rodriquez-Manzanares, 2012). This is surprising considering attention to the therapeutic working alliance in online therapy contexts has attracted much empirical attention, as outlined above, and online education for adult learners is increasing as the preferred method of course delivery, particularly since the development of internet technologies (Shachar & Neumann, 2010).…”

“…This is surprising considering attention to the therapeutic working alliance in online therapy contexts has attracted much empirical attention, as outlined above, and online education for adult learners is increasing as the preferred method of course delivery, particularly since the development of internet technologies (Shachar & Neumann, 2010). Murphy and Rodriquez-Manzanares (2012) investigated the importance of rapport in online education, as well as the challenges and indicators of rapport-building in online education, using thematic analysis methodology. Results reported that teachers working in online education contexts believe that rapport is necessary given the lack of face-to-face communication, and the more you ‘know’ the student, the more chances they have of success.…”