Teacher-student relationship in online classes: A role of teacher self-disclosure

Considering the unique nature of online environments, which limit some aspects of nonverbal communication, fostering robust and lasting teacher-student relationships in online classes may be challenging. Moreover, the structural features of online settings may create a learning environment where students have minimal knowledge about the instructor. The role of teacher self-disclosure (SD) in e-learning settings rarely has been tested, although decades of instructional communication research demonstrate its significance. Structural Equation Model analysis results suggest that teacher self-disclosure and students' emotional responses toward teacher SD enhance teacher-student relationship satisfaction, which in turn increases perceived knowledge gain and class satisfaction. Further, the current study compares teacher SD and its impacts in online and FtF classes by conducting a multiple group comparison analysis. Findings suggest that the effect of teacher SD upon teacher-student relationship satisfaction is stronger online compared to FtF classes.