Connecting in the Online Environment: Student Preferences for Communication with Faculty

Abstract

Whether it be in the online or blended modality, learning and teaching in these formats includes a heightened use of technology. The focus of this paper is a study that examined undergraduate adult students’ experiences in academic faculty mentoring relationships that use technology for communication. Through an exploratory mixed methods study, a questionnaire of 273 students and six case studies revealed students’ preferences for technology use and their preferences for communication with their faculty mentors. The findings provide insight into how students, faculty, and administrators can begin a conversation about best practices for student-faculty communication in the online environment.