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ERIC Number: EJ930445
Record Type: Journal
Publication Date: 2011-May
Pages: 5
Abstractor: ERIC
Reference Count: 4
ISSN: ISSN-1538-6619
Modeling Best Practice through Online Learning: Building Relationships
Cerniglia, Ellen G.
Young Children, v66 n3 p54-56, 58-59 May 2011
Students may fear that they will feel unsupported and isolated when engaged in online learning. They don't know how they will be able to build relationships with their teacher and classmates solely based on written words, without facial expressions, tone of voice, and other nonverbal communication cues. Traditionally, online learning required students to be comfortable expressing themselves through writing, understanding material best through visual means, and working well alone with limited interaction or interpersonal connections. However, the author has found that by providing alternative ways for online students to express themselves, giving video feedback that includes audio and nonverbal communication cues, and carefully navigating written interactions with students, online learning can actually meet the needs of more students and allow for more relationship building than face-to-face classes. In this article, the author shares practices that she uses to build relationships with her students through online teaching: she communicates often and with intention, uses videos to provide feedback, and have students interactively participate in discussion boards. Building positive relationships with students models the practice teachers should use with children, their families, and the communities in which they work. In her online courses, the author strives to be intentional about how she communicates in order to build strong relationships without face-to-face interaction.
National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A