How Relationship Building Affects Feedback in Virtual Teaching and Learning

Virtual Brief Paper (Asynchronous) ID: 58707
  1. aaa
    Amy Vujaklija
    Governors State University

Abstract: In spring 2020, high school students viewed and provided feedback on pre-service teacher candidates’ lesson demonstrations via asynchronous survey form. This feedback process removed the interpersonal human investment in a demonstration that had previously been an in-class, interactive, face-to-face activity. Shifting to a faceless, virtual environment may have contributed to the inappropriate and flippant comments made by some high school students. This planned paper will discuss how transitioning a face-to-face high school student feedback “shark tank” activity to a faceless online environment affected the feedback provided to pre-service candidates. We predict a marked difference between the anonymous feedback received from students who do not experience personalized attention from those students who do. The purpose of submitting this research brief is to connect with other teacher educators who may be experiencing challenges with establishing connections among candidates, mentor teachers, and students in the virtual environment. The goal, then, is to share lessons learned for collaboration in a larger project to focus attention on the importance of relationship building, particularly in virtual settings.


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