Going by the advice of Stephen Covey (1989), I ʻseek first to understand, then to be understoodʼ.
To implement this in my work at LINC, I make sure to listen and rely on three listening techniques:
When teaching online, trust is the bridge that turns a screen into a
shared learning space. During my time as a facilitator with LINC
Education, I have learned that students donʼt just seek
answers, they seek someone who genuinely listens,
understands, and supports them. In a short span of time,
it is possible to create meaningful connections that
inspire confidence and encourage persistence. Every
interaction, whether itʼs an introductory call, a quick
message, or a thoughtful follow-up, can be an opportunity to
show students they are seen, heard, and valued in their
academic journey. (see Wilms, Friesen & Milton, 2009)
Listening, Connecting,
Empowering:
Building Trust with Online Learners
Article by
Ozlem Coskun
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Empathetic Listening
Where I understand and share the feelings of the student. This involves tuning in not just to their
words, but also to their tone, pace, and mood, so I can respond in a way that validates their
experiences.
Active Listening
Which keeps me engaged with the conversations in a positive and genuine manner. This means
asking relevant follow-up questions, summarising key points, and showing attentiveness during
the interaction.
Reflective Listening
Where I convey to the student that they are being heard and understood. I restate or
paraphrase their points, which helps clarify meaning, confirm understanding, and reassure
them that their concerns are taken seriously.
By practising empathetic, reflective, and
active listening, facilitators can create a
supportive space where students feel
valued, understood and it is crucial for
online facilitators to practice all three while
speaking with the students (Covey, 1989).
Listening to Understand and Empathise
Building meaningful and trustful relationships with the online learners while being actively involved
in supporting their learning journey, is pivotal to secure their academic success. This approach makes
students feel empowered and will result in positive coping strategies and a better learning (Ezard,
2021).
Being an online educator comes with expectations and accountability. It is important to plan
strategically and take proactive steps to be genuinely caring and resourceful, which in turn ensures
that students stay motivated throughout their learning journey.
Final Thoughts
The most important aspect for me was to build a genuine relationship with all students. To build
the learner-teacher relationship based on honesty, openness, and mutual support, I always
establish the rules of engagement beforehand (Patterson, 2022).
Before I make the initial introductory call, I make sure that I am attending the online office hours,
this is a great ice breaker as students can see and meet me and the Unit Coordinator online. The
first conversation that I have with them following the office hours helps build a better sense of
connection and rapport as they are already familiar with me. Starting from the introductory
conversation, to sending them them a text to wish them good luck on the first day of their
placement - every conversation needs to be meaningful and purposeful (Hattie, 2018).
Building a Genuine Relationship
Resilience and persistence are important skills for online learners and meaningful and customised
academic support is an excellent way to build them. Whether it is a misconception, a concern or a
query, timely follow up from my side gives them the assurance to keep persisting in the face of
any academic challenge they may be facing. To motivate the students further, I help them select
learning goals, outline deadlines and expectations together. It is crucial to sustain a positive
relationship, which ensures that the student will choose to learn and work together as a team with
you (Patterson, 2021).
Encouraging Independence and Resilience
References
Atkinson, J. The Value of Deep Listening-The Aboriginal Gift to the Nation (Video) https://youtube.be/L6wiBKCIHqy
Covey, S. (1989) The 7 Habits of Highly Effective People- Powerful lessons in personal change. Free Press.
Ezard, T. (2021) Ferocious Warmth- School Leaders Who Transform Inspire and Transform. Tracey Ezard Pty Ltd
Hattie, J., & Clarke, S. (2018). Visible Learning: Feedback. Taylor & Francis Group.
Patterson, D. Passion, Guts and Leadership- An A_Z for the unconventional educational leader. Amba Press.
Wilms, JD. Friesen, S & Milton, D, 2009, What did you do in school today? Transforming classrooms through social, academic,
and intellectual engagement. (First National Report).
linclab@linceducation.com
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