Abstract:

The purpose of this study was to determine from a student’s perspective if virtual learning impacts the quality and creation of student-teacher relationships (STRs). Previous research suggested teacher behaviors and activities that promote the creation of STRs include morning meetings and greetings, family involvement, compliments, listening and respecting all students as well as emotional and instructional support of SEL skills. Further research also suggested factors that impact STRs included student and teacher self-efficacy, student interest, students’ age, behavioral issues and conflicts, type of school, teacher training and satisfying teachers’ professional and psychological needs. STRs were determined to have positive impacts on students including increased student engagement and motivation, lowered negative effects of bullying, improved classroom behaviors, academic achievement, better attendance, greater school belonging and protection against school dropout. The current researcher conducted this study using a qualitative research approach with a phenomonological design to interview 23 students in focus groups with children of similar ages and grades. The researcher implemented a cycle of open-ended questions to determine the impact of having a remote learning experience on the creation and quality of STRs. Findings of the reserach suggest 1) an increase in greetings, engaging activities and share time during virtual learning would increase enjoyment of morning meeting as well as promote stronger STRs, 2) that virtual learning has decreased individualized morning greetings, 3) that virtual learning has decreased student comfortability of asking questions as well as 4) decreased student reported closeness to their teachers which can be improved through positive STRs and 5) virtual learning has changed how students feel cared for by their teacher. Overall, research suggests virtual learning has impacted the creation of STRs.

Link to Final Thesis