Increasing Peer Rapport and Teamwork: Comparing Preferred Engagement Strategies and Team Management in Online and In-Person Classrooms
Research Team: Alisha Arora, Courtney Schouten, Sumaheep Khatri, Calvin Campbell, & Shayna Minosky
Using a mixed methods design, we explored student perceptions of peer rapport and teamwork across in-person and online classroom environments. Study 1 used focus groups with 29 undergraduate students (96% women) and queried student perceptions of the importance of peer rapport and their experiences working in teams across class formats. Our results identified three overarching themes: feeling motivated and engaged, developing relationships with peers, and managing group work. Study 2 used an online survey with 168 undergraduate students (81% women) to quantitatively assess peer rapport, teamwork, and engagement strategy use and effectiveness across different class formats. As predicted, in-person formats were rated more positively than synchronous formats, which were rated more positively than asynchronous formats. These findings highlight many similarities across class formats in regard to peer rapport and teamwork but also identify differences in opportunities to connect with peers and which engagement strategies are most effective across different formats.
Student Perceptions of the Use and Effectiveness of Engagement Strategies in the Online Learning Environment
Research Team: Tanisha Bali, Bhawan Mann, & Shayna Minosky
Challenges in student engagement have been identified as a significant barrier to online learning. The purpose of this study was to explore how often and how effectively instructors used a variety of engagement strategies in their online classrooms. A total of 218 undergraduate students (86% female) took part in an online survey consisting of 33 engagement strategies in which participants rated how often the strategy was used and how effective they found it. Descriptive analyses have demonstrated that students most frequently used strategies centred on structure (i.e., grading rubrics, course orientations, and instructor/peer discussion forums that enable interactions). Students reported that the most effective strategies were those that focused on clarity (i.e., posting of due dates, grading rubrics, and regular emails from the instructor). Interestingly, peer-to-peer connection strategies received the lowest ratings, both in terms of how often they were used and how effective students found them. Our results suggest that students consider clarity to be the most effective method for raising engagement. Instructor relations appear to be more beneficial than peer relations. This study identified strategies that are most effective for fostering engagement and rapport
A manuscript is currently being prepared for submission
Student Perceptions of Peer and Faculty Rapport in the Online Classroom: A Qualitative Study
Research Team: Bhawan Mann, Tanisha Bali, & Shayna Minosky
The online learning environment (OLE) is advantageous in its flexibility, but it can also contribute to feelings of loneliness due to the lack of interpersonal connections. The purpose of this study was to qualitatively explore students’ experiences of the OLE, with a focus on student-peer and student-instructor interactions. A total of 30 undergraduate students (67% women) were recruited to attend in-person focus groups/interviews querying their online learning experiences and perceptions of the social aspects of the OLE. We analyzed the data using a conventional content analysis approach, which resulted in the development of two overarching themes: (1) intrapersonal motivation and engagement and (2) interpersonal relationships and communication. Multiple subthemes were identified within these two themes. Findings indicate that there is a need for improvement in the OLE, specifically in regard to increasing student engagement and motivation, alongside fostering greater opportunities for interpersonal interactions and support. Future research regarding effective engagement strategies can be beneficial to help instructors increase student motivation and learning.
This study was accepted into the Journal of Scholarship of Teaching and Learning in Psychology
The Impact of Instructor Rapport on the Learning Styles of Students with ADHD Symptomatology
Research Team: Tanisha Bali & Shayna Minosky
Research has shown that Attention Deficient Hyperactivity Disorder (ADHD) has been linked to poorer academic functioning. Students with ADHD often struggle with executive dysfunction, inattention, low motivation, and impulsivity, leading to challenges within the classroom, including a reliance on more surface approaches to learning (learning just to pass the course) rather than more meaningful approaches, such as deep (learning for self-interest) or achievement learning (learning to get an A/best possible outcome). There are three different learning styles that have been identified; surface, achieving and deep. As positive student-instructor rapport has been linked to better learning outcomes and academic achievement (by increasing motivation, self-efficacy and prosocial behaviours), we explored whether student-instructor rapport may moderate the relationships between ADHD symptomatology and learning approaches. A total of 208 undergraduate students (88% female) completed an online survey measuring ADHD symptoms, learning approaches, and instructor rapport. We conducted a set of nine moderation analyses with three learning approaches (surface, achieving, deep) as separate dependent variables, and carelessness, inattentiveness and disorganization as separate predictor variables; rapport was used as a moderator with each predictor. Our results showed statistically significant results for six of these analyses; all three predictors positively predicted surface learning but did not predict achievement learning or deep learning, however carelessness and disorganization negatively predicted achievement learning. Rapport positively predicted achievement learning and moderated the relationship between disorganization and achievement learning; however, it did not moderate the relationship with the other ADHD symptoms. These results provide guidance on how to teach those with ADHD symptomology and implement ways to help those with ADHD without pharmacological interventions
Exploring Student and Instructor Views on the Use of Video Cameras in the Online Classroom
Research Team: Yasmin Hussein, Harkeerat Deol, & Shayna Minosky
Synchronous e-learning rates skyrocketed during the pandemic as students and instructors navigated ways to replicate in-person courses while maintaining social distance. However, the challenges surrounding camera use have continued. This has called for further investigations to better understand student and instructor camera behaviours and perceptions. The aims of this descriptive survey study were to extend the current understanding of student camera use and perceptions, explore instructor perspectives and experiences, investigate contextual and time variables for camera use, and cross-explore student and faculty perceptions and tendencies. Data were collected from 76 undergraduate students (84% female) and 52 faculty (63% female) who have taken or taught online synchronous courses, with separate online questionnaires targeted at each group consisting of open and close-ended questions. Quantitative data were analyzed using descriptive statistics and revealed that students typically left their cameras off due to appearance concerns, others having their cameras off, or not feeling as though it was important. Conversely, instructors most frequently stated they always had their cameras on; however, they tended to turn it off while screen-sharing or poor internet. It is also suggested that students feel more inclined to turn their cameras on if other peers do the same, although both students and faculty report that this is seldom the case. Qualitative data was analyzed using thematic analysis, which resulted in four major themes for students: engagement, distraction, obligation, and familiarity. Both faculty and student data showed that requiring cameras was the biggest motivator for camera use. Faculty themes were more heavily focused on engagement, and overall, there were more positive opinions on camera use during online lectures. Overall, these results provide guidance for instructors around camera use.
Comparing Video Conferencing and In-person Participation in Social Connection and Motivation
Research Team: Melissa Campion, Alisha Arora, Sumaheep Khatri, Niki Dhillon, Andrew Schwartz, & Shayna Minosky
Active engagement with others in the learning environment has been emphasized as a core component of successful learning for students (Pascarella & Terenzini, 2005), which suggests that giving students a higher social presence within the educational environment should promote stronger interpersonal connections. Research has shown that social presence is a key predictor of learning, and the level of social presence in a classroom has a direct impact on both the quality of interactions and positive outcomes (Bickle et al., 2019). One element that may impact levels of social presence within a classroom is the format of the class and the methods of communication. Our previous research demonstrated that students who participated in an online task using their video camera reported higher social presence, motivation and engagement than students who only participated using the chat box. We plan to extend this study by comparing video camera participation to in-person participation in a group task. According to media naturalness theory (Kock, 2005), students engaging in an in-person task should report higher social presence and engagement than those who participate online. Using an experimental study design, we aim to compare video camera and in-person participation on levels of social presence, peer rapport, motivation and engagement, and attention during a small group activity. The results from this study will have the potential to positively influence the learning environment by identifying how to best facilitate the development of interpersonal connections among peers, which can lead to a stronger sense of community within classrooms.