Macpherson says that the willingness of learners to engage is tempered by the fear of rejection. We might see this in an online class when learners are reluctant to show their faces online or to participate and contribute in discussions. To help overcome this we need to connect with our learners at an emotional level and build relational trust.

Relational trust underpins online pedagogy of social presence. (If you are interested in digging deeper into the pedagogy of social presence, read more about that below).

Relational trust means being authentic and relatable to our learners. Making sure you are consistent in your behavior so your students understand you. This predictability assures students and makes the learning environment a safe place to be.

So how do you create relational trust?

We need to be aware of how students are feeling, learn how to read emotions and choose how to come across in our teaching.

Connect with students where they are and move them to where we want them to feel. The goal is to move them from feeling distracted, impatient or overwhelmed to where we want them to be feeling supported, motivated and engaged.

If it’s difficult to read how your learners are feeling, ask them, do a check in activity. For example:

There are three ways to build rapport or trust with our learners - body language (55%), vocal tone (38%) and words 7%). So how you present yourself and how you communicate is a lot more important than what you have to say.

Matching is a technique to connect with our learners. Make sure we give our full attention, aim to match 60%, repeating words and phrases. Speak to the camera as much as possible, devices such as Insta360 cameras tracks eye movements and makes it feel like you are speaking directly to them. Explore vocal variations, volume and speed of your voice.

Camera techniques support connection with our learners. Mid to close up shot brings us nearer, making eye contact, having good light and audio and bringing energy to your conversation. Use humour, be positive and smile. Sitting slightly side on to the camera feels less confrontational and has the effect of putting the other person/people in the ‘space beside you’. Side on view is also really important to be able to highlight the use of gestures. Really important when teaching NZSL or Kapa haka.

Use our voice to reassure learners. Slow it down, lower the register, use simple language and short sentences. Connect in a way that is conversational and accessible to your learners.

Macpherson goes on to discuss the influence of the brain. The primal brain ‘am I safe?’, when this is secured then the emotional brain or limbic brain kicks in. Importantly so as this is the area where learning takes place, memories, images and stories are located.

Although some of the strategies may seem contradictory at times, find the mix that works best for you and your learners.

You can watch the full presentation here:

Thanks AADES for hosting this interesting and informational webinar. Find out more about Arabella Macpherson and AADES.

Social Presence - Pedagogy & Research links

‘Social presence is defined by Palloff & Pratt (2008) as “the degree to which a person is perceived as ‘real’ in communication that is conducted via the use of some form of media” (p. 30). Social presence, along with teaching presence (the design and facilitation of learning) and cognitive presence (the ability to make meaning) form the Community of Inquiry Framework developed by Garrison, Anderson & Archer (2010), and is considered important in engaging young people in online learning (Borup, West, Graham, & Davies, 2014).’ Whalley 2018

Borup, J., West, R. E., Graham, C. R., & Davies, R. S. (2014). The Adolescent Community of Engagement Framework: A Lens for Research on K-12 Online Learning. Journal of Technology and Teacher Education, 22(1), 107–129.

Palloff, R. M., & Pratt, K. (2008). Building Online Learning Communities Effective Strategies for the Virtual Classroom. New York, NY: John Wiley & Sons. Retrieved from http://nbn-resolving.de/urn:nbn:de:101:1-201412148745

Garrison, D., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13, 5–9. https://doi.org/10.1016/j.iheduc.2009.10.003

Whalley, R. (2018). Collaboration across New Zealand rural primary schools: A virtual learning perspective (Thesis, Master of Education (MEd)). The University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/11975