Rapport in distance education

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 stu...

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Autores principales:	Elizabeth Murphy, María A. Rodríguez-Manzanares
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2012
Materias:	distance education online learning rapport' teachers' beliefs high school education Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/b08b7ea2805b45bfbe844d63b48d7ecd
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spelling	oai:doaj.org-article:b08b7ea2805b45bfbe844d63b48d7ecd2021-12-02T18:03:18ZRapport in distance education10.19173/irrodl.v13i1.10571492-3831https://doaj.org/article/b08b7ea2805b45bfbe844d63b48d7ecd2012-01-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1057https://doaj.org/toc/1492-3831 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: Recognizing the person/individual; Supporting and monitoring; Availability, accessibility, and responsiveness; Non text-based interactions; Tone of interactions; Non-academic conversation/interactions. 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. Elizabeth MurphyMaría A. Rodríguez-ManzanaresAthabasca University Pressarticledistance educationonline learningrapport' teachers' beliefshigh school educationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 13, Iss 1 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	distance education online learning rapport' teachers' beliefs high school education Special aspects of education LC8-6691
spellingShingle	distance education online learning rapport' teachers' beliefs high school education Special aspects of education LC8-6691 Elizabeth Murphy María A. Rodríguez-Manzanares Rapport in distance education
description	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: Recognizing the person/individual; Supporting and monitoring; Availability, accessibility, and responsiveness; Non text-based interactions; Tone of interactions; Non-academic conversation/interactions. 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.
format	article
author	Elizabeth Murphy María A. Rodríguez-Manzanares
author_facet	Elizabeth Murphy María A. Rodríguez-Manzanares
author_sort	Elizabeth Murphy
title	Rapport in distance education
title_short	Rapport in distance education
title_full	Rapport in distance education
title_fullStr	Rapport in distance education
title_full_unstemmed	Rapport in distance education
title_sort	rapport in distance education
publisher	Athabasca University Press
publishDate	2012
url	https://doaj.org/article/b08b7ea2805b45bfbe844d63b48d7ecd
work_keys_str_mv	AT elizabethmurphy rapportindistanceeducation AT mariaarodriguezmanzanares rapportindistanceeducation
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Rapport in distance education

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