Peerless? How students’ experience of synchronous online teaching can disrupt the development of relationships to peers, teachers, subject and self

Abstract


 
 
 Learning is socially constructed, influenced by the norms of the learning environment as well as the relationships within it. As higher education students continue to access their learning through online platforms during the pandemic, some find the experience stressful and intimidating. Higher education students develop four key relationships during their studies: to self, to teachers, to peers and to subject. Might the shift to online learning have impacted the development of these key relationships? And if so, could adjustments to the design of online learning help? Thematic analysis of student feedback about online learning provision (n=496) indicates peer relationships are disrupted by limited interactional opportunity during some online learning formats, and that the peer relationship plays a mediating role in the development of other key relationships. Problematic synchronous teaching formats are identified and mitigations suggested. These findings are of interest to all seeking to optimise the design and delivery of online learning.