UCalgary study seeks key to successful online learning

With institutions increasingly offering hybrid or fully online programs to accommodate diverse student needs, the prominence of digital learning in post-secondary education will only continue to grow in the coming years. 

As a result of this dynamic learning landscape, Werklund School of Education doctoral student Bruna Nogueira believes a better understanding of how interpersonal relationships impact student success in digital environments is crucial for developing more supportive educational practices. For this reason, she is investigating the social connections between students and instructors. 

“Interpersonal relationships are at the core of effective teaching and learning,” she says. “When students feel connected to their learning environment, they are more motivated to participate actively, collaborate with others, and persevere through challenges. If these connections are weak or absent, students may feel isolated or disengaged, leading to poorer learning outcomes and high dropout rates."

She adds that relationship building unfolds differently in online settings because communication is mediated by technology. 

“Research specific to online education highlights that developing meaningful connections in digital environments can be more challenging.”

Using technology to complement humanity

Nogueira, who earned an Izaak Walton Killam Memorial Scholarship to conduct the study, deems it prudent to balance the benefits of technology-mediated learning with the need for holistic human development in educational contexts and says she begins with the understanding that humans are fundamentally social beings. 

“Machines and algorithms increasingly mediate our lives, often reducing people to data points, overlooking the complexity, richness, and humanity that define us. 

I believe that education should resist this trend by embracing an approach that acknowledges the emotional, social, and relational aspects of learning. This way we can build a future where technology complements rather than diminishes our humanity.” 

Accordingly, Nogueira, who is also a SSHRC Doctoral Award recipient, plans to survey post-secondary students and instructors engaged in online education courses. From there, she will delve deeper through individual interviews to uncover previous efforts to promote stronger connections, what worked well, what did not, what may have been overlooked, and how these dynamics impact students’ overall learning experiences.

She hopes her findings will provide relevant insights to advance both educational research and practice. 

“For instructors, meaningful relationships with students can enhance their ability to understand learners' needs, provide personalized feedback, and create a supportive and inclusive atmosphere.”

Recognizing subjective experiences

Nogueira was surprised to discover the limited attention contemporary educational research has given to the influence of intrapsychological activity – psychological processes that occur within the mind – on relationships in online learning contexts.

She says that while many studies emphasize aspects like collaborative work, social presence, and community building, the focus often remains on the observable elements of interaction, such as verbal communication, symbolic cues, body language and tone of voice, which are insufficient for capturing the deeper, subjective facets of learning.

“Specifically, there is little exploration of how interpersonal relationships influence the internal, non-observable components of learning, such as individual emotions, meaning-making processes and the creation of personal sense.”

Nogueira says these neglected subjective experiences can significantly shape cognitive development. To address this gap, she will move beyond surface-level interactions to include the less visible dynamics at play by examining the personal experiences of her participants.

No universal solutions

Nogueira acknowledges that previous research in this domain shows that relationship building may not be a concern for all students. Motivations for enrolling in a program and time constraints are just two considerations that can frame a student’s priorities.  

“What I understand from it is that there isn’t a one-size-fits-all approach to education, as many factors shape students’ experiences. Different students and groups have different needs and characteristics, so teaching strategies must be flexible and responsive to these unique contexts.”

That said, she maintains that while it is important to acknowledge learners' needs to avoid implementing strategies that might negatively impact their learning, it is equally critical to create opportunities for relationship-building through pedagogical practices as they can significantly benefit students who engage in these interactions.

Here again, Nogueira says the interviews will allow her to ensure she fully understands her participants’ needs and perspectives.

As for Nogueira’s perspective, she is passionate about improving the field of education. 

“I believe in Mandela’s words that ‘Education is the most powerful weapon which you can use to change the world.’ And, in my opinion, contributing to making the world a better place is a responsibility we all share.”