This study explores the impact of the shift to online education on relational pedagogy, particularly during the pandemic and the subsequent adaptation of hybrid learning. It aims to understand how online teaching affects the enactment of relational pedagogies from the lecturers' perspectives.
A duoethnographic method was employed, reflecting on the authors' experiences over three academic terms during the pandemic. Data were collected through five unstructured, conversational interviews between the two authors, focusing on their experiences and reflections. The analysis was conducted using Goffman's dramaturgical framework, applying theatrical metaphors to illustrate the performative dimensions of online teaching.
The transition to online education transformed relational pedagogical approaches, shifting teaching towards content-focused delivery. The absence of micro-interactions altered connections and reduced shared, co-productive learning. Lecturers compensated by delivering monologues aligned with curricula. Despite some positive outcomes, technological and disembodied complicated the enactment of relational pedagogy and in our view inhibited teaching effectiveness and performance repertoire.
This study offers a novel application of Goffman's theatrical metaphor to online pedagogy, revealing how the shift to digital spaces reconfigures the lecturer's role and relational engagement, specifically linked to micro-interactions. It offers recommendations for improving online teaching practices to better support positive relational pedagogies.
