"It's Been a Good Reminder That Students Are Human Beings": An Exploratory Inquiry of Instructors’ Rhetorical and Relational Goals During COVID-19

Abstract

As colleges and universities moved to remote learning during the Spring 2020 semester due to COVID-19, the traditional higher education classroom format was challenged. This study examines how instructors reconceptualized their rhetorical and relational goals in the pandemic classroom. A thematic analysis of 68 qualitative survey responses revealed that instructors adapted their rhetorical and relational approaches to instruction due to a perceived change in students’ needs. Moreover, findings suggest that instructors intend to continue to use many of these instructional changes in their post-pandemic classrooms. These conclusions confirm that instructors should consider contextual factors not only during but also after COVID-19. We close with practical recommendations for instructors beyond the pandemic classroom.

Keywords

• instructional communication
• communication education
• pandemic pedagogy
• qualaitative thematic analysis
• rrgt