Addressing Dissatisfaction and Building Trust in the Virtual Classroom: An Exploratory Approach

While it is not uncommon for first-year students to experience some disconnect with the teaching and assessment styles used within higher education, the rapid and complete shift to online learning, as a direct result of the Covid-19 pandemic, appears to have compounded the situation. Independent, self-directed and collaborative learning experiences meant to be student-centred, not only proved ineffective but ignited dissatisfaction for first-year students. In an attempt to appease students, some adjunct instructors adjusted their pedagogical practice. Several of them spoon-fed, while others provided passing scores. Regardless of choice, distrust and tension underscored classroom relations. Mapping the steps of adjunct instructors, this chapter reports on their approach to determine the source of students’ dissatisfaction within the virtual classroom. Student narratives sent to adjuncts and subsequently posted online are first examined to identify areas of dissatisfaction and then a strategy is sought and adopted to address the issue. The findings reveal implementing trauma-informed language into student–instructor communication may have the potential to foster trust, improve classroom interactions and enhance student success. It is recommended that tertiary institutions incorporate trauma-informed care and language into their approach to being student-centred and student-focused.