Exploring Student and Instructor Prerceptions of Trust-Building in Higher Education Online Courses

• In Event: Poster Session 10
  In Poster Session: Games, the World Wide Web, and Robots

Abstract

The purpose of this qualitative study was to explore both student and instructor perceptions of trust-building that may enhance student learning in the higher education online environment. Individually interviewing instructor-student dyads of five different undergraduate and graduate courses, three themes emerged related to trust building: (a) exchange of personal/professional information, (b) participation in group activities, and (c) instructor presence. The significant implication of this study is that instructors must move away from the traditional face-to-face activities that are simply transferred to an online context and find new ways to create an engaging online environment. Our findings hold promise in that they suggest strategies by which instructors can engender trusting relationships that lead to meaningful student engagement and academic success.

Authors

• Maryalice Bruce, University of Wyoming

• Suzanne Young, University of Wyoming

• Athena Kennedy, University of Wyoming

• Heather E. Duncan, Brandon University

• Jenna Min Shim, University of Wyoming