Research shows that during communication with other people projection is often present, a phenomenon in which one person ascribes certain characteristics and intentions to a certain other person, in accordance with their subjective experience of that other person and according to their own value system.
From information they acquire during online instruction or courses participants judge different potential characteristics of the instructor. For example, in the case of scarce communication they could conclude that their instructor is not interested in them or in the educational process they are leading, and in the case of exclusively formal communication their evaluation can be that an instructor is a cold and unkind person. Of course, such evaluation of the participants is subjective. However, the participants will still in the majority of cases form it because of the previously mentioned projection phenomenon.
In e-education the noticed level of relationships between the instructor and the participants is important during computer-mediated communication. We can divide it into the so-called impersonal, personal and hyperpersonal communication between two or more interlocutors. In e-education it is important how the relationship between interlocutors is developing and how it is perceived, when the interlocutors’ acquaintance is based mostly on textual exchange of information , and the same applies for the use of e-mail or forum.
With impersonal communication mostly formal messages are exchanged, without display of sentiments and self-revealing of private information and the perceived relationship is cold, without mutually expressed and experienced personal characteristics of the interlocutors, which would enable them to learn more about each other and become closer.
In the case of personal communication interlocutors also exchange personal or private messages, show their inner experiences and feelings, and reveal confidential information about themselves, so a richer and more complete personal contact is made between them, akin to a face-to-face communication between friends or colleagues.
And finally, in the case of hyperpersonal communication the interlocutors use the self-presentation skills when designing messages about themselves , i.e. they exchange mostly positive and slightly idealized information about themselves, as well as acceptable personal feeling, experiences, attitudes and values, so their interlocutors develop idealized impressions about them, due to which the feeling of special interpersonal attraction and deep positive interpersonal relationship are shaped, as well as perception of the interlocutor which is much more positive than the reality.
The appearance of hyperpersonal communication is possible because the sender uses asynchronous textual communication for good control of the messages they send about themselves and create very idealized impressions in the eyes of the receiver. The receiver will project mostly expressively positive characteristics about the sender, as there are no alternative non-verbal or other sources of information with which they could correct or supplement their online impressions about the sender. That is why distance education instructors can, with little effort and attention, create impressions about themselves, based on which the participants will see them as positive and accept them . These should primarily be impressions about the instructor’s positive relationship towards the participants, since that affects the participant’s motivation and their attitudes towards the requirements of online courses. This will, in return, encourage a positive attitude and relationship of the participants towards the instructor, which improves the interaction and general communicational climate in online education.
Relationship development between the instructor and the participants is also based on showing presence in communication and attention in relation to the information exchange between other participants of online instruction. With greater intensity of private communication between the participants, as well as mutual support and help, the feeling of closeness will appear and increase interest for personal contacts and cooperation . The instructor can also control the impressions about themselves by convenient self-exposure and adaptability to different participants and communication situations in online education.
An instructor will further improve good work atmosphere with positive forms of encouraging mutual cooperation and emphasizing the benefits of group activities and interaction (discussions, exchange of grades, suggestions and comments). The possibility of multi-channel communication, e.g. a combination of different textual message exchange (e-mail, notice boards, forums, chats etc.), as well as voice messages, videoconferences etc. will contribute to the participants’ mutual closeness. Of course, at least occasionally well organized and moderated face-to-face encounters can have a particularly successful effect on mutual closeness and cooperation of the online education participants .
Tips & tricks: Consider how important it is during online education to ensure appropriate level of relations with the participants as well as to plan which types of communication you will try to achieve it with.
