Conceptualising and Building Trust to Enhance the Engagement and Achievement of Under-Served Students

Autor/inn/en	Payne, Ameena L.; Stone, Cathy; Bennett, Rebecca
Titel	Conceptualising and Building Trust to Enhance the Engagement and Achievement of Under-Served Students
Quelle	In: Journal of Continuing Higher Education, 71 (2023) 2, S.134-151 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Payne, Ameena L.) ORCID (Stone, Cathy) ORCID (Bennett, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-7363
DOI	10.1080/07377363.2021.2005759
Schlagwörter	Trust (Psychology); College Students; Electronic Learning; Educational Environment; Teacher Student Relationship; Neoliberalism; Access to Computers; Disadvantaged; Learner Engagement; Interpersonal Relationship; Online Courses; Higher Education; Indigenous Populations; Indigenous Knowledge; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Collegestudent; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Neo-liberalism; Neoliberalismus; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Online course; Online-Kurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sinti und Roma; Ausland; Australien
Abstract	This conceptual article asserts the importance of building and sustaining trust between higher education students and practitioners within the online environment. Instilling trust can construct sustainable learning environments that are abundant with collaborative inquiry and dialogue. In this article, we highlight and investigate the conceptual construct of trust and its antecedents. Considering the nature and purpose of interpersonal trust in student-instructor relationships within online higher education institutions, we explore several factors (in particular, performativity, casualisation of teaching staff, neoliberalism, non-traditional student identities, and the digital divide) which influence the development of trust. We also investigate the role of trust in influencing student engagement and achievement, in terms of attainment of academic goals. Notably, we highlight the importance of further inquiry into methods of rapport-building in higher education. Theoretical foundations have been drawn from Indigenous scholarship as well as organisational and socio-psychological literature. We close by welcoming further discussion and reflection on institutional practices and performance measures in the digital environment, particularly in terms of whether they allow instructors to embed relational aspects and elicit cognitive and affective trust from their students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01