Relational communication behaviors and related outcomes in an online class

Abstract

This study investigated how in one graduate genetics class, verbal/textual cues of relational communication were related to perceptions of presence, student performance, and student satisfaction with their learning. Data were gathered from subthread posts to the class discussion site, student responses to a summative survey, and instructor evaluation of performance. Results of the study indicated a statistically significant regression relationship between frequency of textual relational cue use in subthread postings and performance in the class. There was no significant relationship between cue use and perceptions of presence of the other students, of the instructor, or of selfassessed presence. Similarly, there was no significant relationship between cue use and student satisfaction with their learning. This pilot study demonstrates the presence and importance of textual relational cues and argues for extension and replication of the examination of the ir role in signaling relationship and engagement in online classes.