Teacher-student relationship in online classes: A role of teacher self-disclosure

Considering the unique nature of online environments, which limit some aspects of nonverbal communication, fostering robust and lasting teacherestudent relationships in online classes may be challenging. Moreover, the structural features of online settings may create a learning environment where students have minimal knowledge about the instructor. The role of teacher self-disclosure (SD) in e-learning settings rarely has been tested, although decades of instructional communication research demonstrate its significance. Structural Equation Model analysis results suggest that teacher selfdisclosure and students' emotional responses toward teacher SD enhance teacherestudent relationship satisfaction, which in turn increases perceived knowledge gain and class satisfaction. Further, the current study compares teacher SD and its impacts in online and FtF classes by conducting a multiple group comparison analysis. Findings suggest that the effect of teacher SD upon teacherestudent relationship satisfaction is stronger online compared to FtF classes. © 2015 Elsevier Ltd. All rights reserved.