(Dis)connected: Establishing social presence and intimacy in teacher-student relationships during emergency remote learning

Name: (Dis)connected: Establishing social presence and intimacy in teacher-student relationships during emergency remote learning
Published: 2021-12-07
License: https://creativecommons.org/licenses/by/4.0

Principal Investigator(s): View help for Principal Investigator(s) Hilary N. Tackie, University of Chicago. Social Sciences Division

Version: View help for Version V1

American Educational Research Association Data Repository

Name	File Type	Size	Last Modified
ReadMe_HTackieDisconnected.docx	application/vnd.openxmlformats-officedocument.wordprocessingml.document	14.1 KB	12/07/2021 03:44:PM
Tackie_Disconnected Protocols.doc	application/msword	43 KB	12/07/2021 04:28:PM
Tackie_RelationshipCodebook.docx	application/vnd.openxmlformats-officedocument.wordprocessingml.document	14.5 KB	12/07/2021 04:55:PM

Project Citation:

Tackie, Hilary N. (Dis)connected: Establishing social presence and intimacy in teacher-student relationships during emergency remote learning. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2021-12-07. https://doi.org/10.3886/E156541V1

Project Description

Summary: Following the closures of schools due to COVID-19, teachers were required to adapt their curricula, pedagogy and relationships with their students to fit remote learning structures. In the traditional classroom context, teachers have a number of ways to check in on and connect with their students that do not translate to the virtual classroom. Using data gathered through an online qualitative survey of over 800 Chicago teachers in July 2020, this paper will examine the ways that the shift to remote learning impacted teachers’ relationships with their students during the spring of 2020. Utilizing social presence theory, the study captures some of the relational challenges that teachers experienced during the initial months of remote instruction. The study identifies increased individualization, deeper holistic understandings of students, and a diversity of mechanisms of engagement as pedagogical techniques that allowed teachers to maintain and even improve their relationships with students

Scope of Project

Subject Terms: remote learning; social presence; intimacy; teacher-student relationship

Geographic Coverage: Chicago, Illinois

Time Period(s): 7/19/2020 – 7/29/2020 (Summer 2020)

Collection Date(s): 7/19/2020 – 7/29/2020 (Summer 2020)

Universe: Members of the Chicago Teachers Union that were remote instructors during the initial months of remote instruction after the onset of the COVID-19 pandemic.

Data Type(s): survey data

Collection Notes: Link to online survey was sent out by the Chicago Teachers Union to its membership.

Methodology

Response Rate: Union membership includes approximately 25,000 classroom teachers, counselors, support staff, special education professionals, and arts/specials educators within Chicago Public Schools as well as several unionized charter schools (CTU Local 1). Participation was voluntary and uncompensated. The response rate was approximately 5.5%, yielding 1200 responses over 10 days beginning July 19, 2020. Submissions that were less than 75% complete were dropped.

Sampling: Random sampling within Chicago Teachers Union population.

Collection Mode(s): web-based survey

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Published Versions

V1 [2021-12-07]

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