Creating Meaningful Relationships in the Online Environment: Building Rapport With the Adult Learner

Introduction

As many institutions of higher education begin to shift their educational environment from a traditional approach to a more inclusive environment, online education has found its way to the forefront of adult learning (Diaz-Infante et al., 2022). Adults no longer have the frustration of finding appropriate programs that fit into their busy lives and schedules, for today, many institutions of higher learning offer flexibility in asynchronous and/or synchronous learning platforms (Chen et al., 2005). With the many options now available, online learners should reflect not only the classroom assignments required for submission in their online portal but should also consider the other areas needed for a successful online experience, many of which are not necessarily taught in the classroom setting. The concepts of building positive relationships, establishing rapport with peers and professors, and appropriate communication are all areas needed when deciding if the online environment is the most appropriate fit for the adult learner (Glazier, 2020).

As adults, there are certain expectations when interacting with others, whether it be in an online environment, a phone conversation, or in a face-to-face meeting. Regardless of the format of the interaction, rapport and effective communication are two attributes that are essential for a successful relationship. When adult learners are taking a class in an online environment, some of the reasons could be that the learner is a career switcher, a nontraditional student, or a student who prefers the flexibility that the platform allows. For the purposes of this paper, The National Center for Education Statistics (2020) defined the nontraditional student as one who meets one or more of the following criteria:

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  Delays enrollment (does not enter postsecondary education in the same calendar year that he or she finished high school)

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  Attends part-time for at least part of the academic year

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  Works full-time (35 hours or more per week) while enrolled

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  Is considered financially independent for purposes of determining eligibility for financial aid

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  Has dependents other than a spouse (usually children, but sometimes others);

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  Is a single parent (either not married or married but separated and has dependents), or

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  Does not have a high school diploma (completed high school with a GED or other high school completion certificate or did not finish high school) (pp. 2-3).

As more and more adults choose to take advanced classes in this nontraditional mode, it is more important than ever for those instructing to understand how best to meet all of their students’ needs to gain the most effective results, one of which is the value of relationships.