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Teacher-student rapport in emergency remote teaching: Autoethnography

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Teacher-student rapport in emergency remote teaching: Autoethnography. / Sulaimi, Salwa Al.
In: Studies in Technology Enhanced Learning, Vol. 2, No. 3, 09.05.2022.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Sulaimi, SA 2022, 'Teacher-student rapport in emergency remote teaching: Autoethnography', Studies in Technology Enhanced Learning, vol. 2, no. 3. https://doi.org/10.21428/8c225f6e.8851078e

APA

Sulaimi, S. A. (2022). Teacher-student rapport in emergency remote teaching: Autoethnography. Studies in Technology Enhanced Learning, 2(3). https://doi.org/10.21428/8c225f6e.8851078e

Vancouver

Sulaimi SA. Teacher-student rapport in emergency remote teaching: Autoethnography. Studies in Technology Enhanced Learning. 2022 May 9;2(3). doi: 10.21428/8c225f6e.8851078e

Author

Sulaimi, Salwa Al. / Teacher-student rapport in emergency remote teaching : Autoethnography. In: Studies in Technology Enhanced Learning. 2022 ; Vol. 2, No. 3.

Bibtex

@article{c52e275125bb40f7aa4b30fb7d87918d,
title = "Teacher-student rapport in emergency remote teaching: Autoethnography",
abstract = "This autoethnographic work explores how four university English teachers in Oman approached rapport-building with students during Emergency Remote Teaching. Based on an analysis of the researcher{\textquoteright}s personal teaching experiences as well as interviews with three colleagues, the findings revealed that the absence of face-to-face communication compelled these teachers to adopt alternative rapport-building strategies, such as interacting via email, listening to students during synchronous classes, being friendly and using humour. The teachers failed, however, to find ways to implement some key elements of rapport-building, such as recognising students, giving praise and providing intervention when needed. Cultural, institutional and technical difficulties hampered their concerted efforts to build interpersonal relationships with students.",
author = "Sulaimi, {Salwa Al}",
year = "2022",
month = may,
day = "9",
doi = "10.21428/8c225f6e.8851078e",
language = "English",
volume = "2",
journal = "Studies in Technology Enhanced Learning",
publisher = "PubPub",
number = "3",

}

RIS

TY - JOUR

T1 - Teacher-student rapport in emergency remote teaching

T2 - Autoethnography

AU - Sulaimi, Salwa Al

PY - 2022/5/9

Y1 - 2022/5/9

N2 - This autoethnographic work explores how four university English teachers in Oman approached rapport-building with students during Emergency Remote Teaching. Based on an analysis of the researcher’s personal teaching experiences as well as interviews with three colleagues, the findings revealed that the absence of face-to-face communication compelled these teachers to adopt alternative rapport-building strategies, such as interacting via email, listening to students during synchronous classes, being friendly and using humour. The teachers failed, however, to find ways to implement some key elements of rapport-building, such as recognising students, giving praise and providing intervention when needed. Cultural, institutional and technical difficulties hampered their concerted efforts to build interpersonal relationships with students.

AB - This autoethnographic work explores how four university English teachers in Oman approached rapport-building with students during Emergency Remote Teaching. Based on an analysis of the researcher’s personal teaching experiences as well as interviews with three colleagues, the findings revealed that the absence of face-to-face communication compelled these teachers to adopt alternative rapport-building strategies, such as interacting via email, listening to students during synchronous classes, being friendly and using humour. The teachers failed, however, to find ways to implement some key elements of rapport-building, such as recognising students, giving praise and providing intervention when needed. Cultural, institutional and technical difficulties hampered their concerted efforts to build interpersonal relationships with students.

U2 - 10.21428/8c225f6e.8851078e

DO - 10.21428/8c225f6e.8851078e

M3 - Journal article

VL - 2

JO - Studies in Technology Enhanced Learning

JF - Studies in Technology Enhanced Learning

IS - 3

ER -