Student Perceptions of Instructor-Student Rapport and Motivation In Hybrid Courses During COVID-19

Abstract

The relationship between instructors and their students is essential for developing a classroom climate where students feel motivated to learn. The current study surveyed 658 undergraduate students to examine the relationship between instructor-student rapport and motivation in online and face-to-face classes during the COVID-19 pandemic. Results indicated (1) students experienced more rapport with their instructors during face-to-face classes compared to their online classes, (2) students perceived their motivation was greater during face-to-face classes than in online classes, and (3) there was a significant positive relationship between instructor-student rapport and student motivation in both online and face-to-face classes. This study’s findings lend further support to research that emphasizes the importance of creating a sense of community in online classes, where students feel connected to their instructors and, consequently, motivated to learn. KEYWORDS: Instructor-Student Rapport; Motivation; Hybrid Courses; COVID-19; Online Learning