Introduction
Effective communication between teachers and students is one of the foundational elements of online education. Without face-to-face interactions, teachers must rely on digital tools and platforms to build relationships, support students, and foster engagement. In this installment of our “Interview with a Researcher” blog series, the lead researchers behind the Michigan Virtual Learning Research Institute’s (MVLRI) report Starting Strong: Understanding Teacher-Student Communication in Online Courses share key findings from the study, specifically addressing the importance of communication for relationship-building.
Research Findings and Implications
Can you provide an overview of your research on teacher-student communication in online courses?
Online courses create unique challenges when it comes to communicating and building relationships with students. With the growing prevalence of online learning, understanding how teachers communicate and connect with students in these environments is more critical than ever. Our research focused on identifying the methods, frequency, and reasons teachers and students communicate and what relationship-building practices teachers use, particularly within the first four weeks of a course. Our research also focused on determining if the frequency of teacher-student communication correlates with students’ final course grades.
What were the key findings from your research specific to online teacher-student communication?
We found that during the first four weeks of an online course, teachers primarily relied on BrightSpace (Michigan Virtual’s LMS or learning management system), the Student Learning Portal (SLP), and email to communicate with students. The SLP was a particularly effective communication tool, because students have to log in here before accessing their courses, so this ensures that messages are seen. While most students communicated through the SLP, email, or text, teachers highlighted the importance of adapting to student preferences.
Most teachers surveyed reported that they communicated daily with individual students, and sent out course-wide communications once a week. Teachers sent an average of two messages per student during this four-week time period. When teachers communicated with students, it was primarily to provide reminders, answer student-initiated communications, or provide feedback. Teachers emphasized that they took care to ensure their communications were timely and had a welcoming and compassionate tone to help build positive relationships, with some incorporating personal details—students’ preferred names or references to aforementioned hobbies—and using tools like Grammarly to ensure their messages have the desired tone.
Though the study showed no statistically significant link between the number of messages students receive and their final course grade, the consistency in teacher communication practices suggests teachers were already following best practices and using effective communication strategies.
What are considered best practices for online teacher-student communication? How does this align with Michigan Virtual teacher training, behaviors, and recommendations?
Best practices for online teacher-student communication at Michigan Virtual (MV) are grounded in established educational frameworks, including the National Standards for Quality Online Teaching (NSQOT) and Danielson’s Framework for Teaching (FFT). These frameworks emphasize the importance of timely, personalized communication to foster academic engagement and success. For instance, Michigan Virtual teachers are expected to reply to student-initiated communications within 24 hours, a practice that aligns with both frameworks’ focus on creating supportive learning environments. Teachers also use a variety of communication methods—such as email, the Student Learning Portal (SLP), and text messaging—to ensure accessibility and foster meaningful relationships with their students.
One key best practice is providing specific, personalized, and timely feedback. Michigan Virtual teachers are encouraged to score and offer feedback on assignments within 72 hours of submission (96 hours for ELA and AP courses). Research and Michigan Virtual’s training materials both highlight feedback as pivotal for student success, with over 81% of MV teachers identifying it as a highly effective relationship-building strategy. Providing students with timely and personalized feedback can provide them with important insights into their learning, motivate them to engage deeply with assignments/content, and help them stay on track.
Additionally, relationship-building is integral to effective communication. Michigan Virtual encourages teachers to reach out proactively to students, mentors, and guardians, particularly if a student is disengaged. Personalized outreach, whether through emails, phone calls, or other formats, helps create a sense of connection in a virtual environment. Ultimately, the combination of timely responses, individualized feedback, and proactive communication strategies forms the foundation of effective teacher-student interactions in online courses.
Were there any findings that surprised you or challenged your assumptions about online communication?
We were surprised to learn that although a positive relationship was observed between the number of messages sent and student grades, it was not statistically significant. The uniformity in the number of messages sent by teachers may have obscured the relationship between grades and communication. Teachers indicated they used certain highly effective communication and relationship-building strategies with their students from the beginning of a course, meaning that all students likely had an opportunity to benefit from those strategies. Alternatively, this study was focused on the first four weeks of a course, so teachers may not have had enough data to identify struggling students. Despite the lack of statistical significance, the importance of communication remains clear. Teachers should continue using best practices—personalized, timely feedback and communication—as these strategies are supported by research and teacher experience.
Based on your findings, what practical steps can online educators take to improve communication with their students?
To improve communication in online courses, educators can take several practical steps. First, pairing communication tools like the Student Learning Portal (SLP) with email ensures that messages reach students effectively. Flexibility in communication methods is important, as students’ preferences vary, and teachers should be responsive to what works best for their students. Crafting communications with a welcoming tone and personalizing feedback helps build rapport.
Prompt responses are also key—replying to student inquiries within 24 hours shows attentiveness, while timely, constructive feedback (specific, consistent, and balanced in terms of corrective comments and motivation) supports academic success.
Finally, while no significant link was found between communication and grades, consistent, personalized communication remains crucial for building strong relationships that support student engagement and success in online courses. Michigan Virtual offers extensive training and support to our own teachers around communication and relationship-building and also shares best practices statewide through courses offered in our Professional Learning Portal, including a series of courses (written by MV teachers) specific to online teaching and learning and focused on these best practice strategies.
Final Thoughts
This research underscores the importance of effective teacher-student communication in online learning environments. Teachers can use a combination of timely, consistent, and personalized communication methods to enhance student engagement, support learning, and build better relationships to create a more connected virtual classroom.
