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Building the Personal: Instructors' Perspectives of Rapport in Online and Face-to-Face Classes

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dc.contributor.advisor Arminio, Jan Aquila, Meredith Suzanne Hahn
dc.creator Aquila, Meredith Suzanne Hahn 2018-10-21T19:17:24Z 2018-10-21T19:17:24Z 2017
dc.description.abstract This dissertation explores the ways that instructors at a community college perceive instructor-student rapport in online and face-to-face classes. While instructor-student rapport has been shown to play an important role in student retention and success (Benson, Cohen, & Buskist, 2005; Granitz, Koernig, & Harich, 2009; Murphy & Rodriguez-Manzanares, 2012), it has only recently been examined in the context of online education, and generally only from the student’s perspective and not from the point of view of faculty. This study utilized grounded theory methods to create a theory of online instructor rapport building to improve best practices in both online and face-to-face classrooms. Interviews with 22 instructors at a large community college indicated that online rapport-building is often more time-consuming and difficult than face-to-face rapport-building, with autonomy, media richness, and uncertainty reduction, all playing a role in establishing rapport between instructors and their students. Using the collected data, I built on Joseph Walther’s Social Information Processing Theory (SIPT) by placing it in the context of higher education, and created a Theory of Instructor-Student Rapport Online (TISRO) to explain what makes rapport feel strong, weak, or non-existent, from the perspective of instructors.
dc.format.extent 163 pages
dc.language.iso en
dc.rights Copyright 2017 Meredith Suzanne Hahn Aquila
dc.subject Higher education en_US
dc.subject Communication en_US
dc.subject Community college education en_US
dc.subject Communication en_US
dc.subject Instructors en_US
dc.subject Online Education en_US
dc.subject Rapport en_US
dc.subject Social Information Processing Theory en_US
dc.subject Student Engagement en_US
dc.title Building the Personal: Instructors' Perspectives of Rapport in Online and Face-to-Face Classes
dc.type Dissertation D.A. Community College Education George Mason University

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