The COVID-19 crisis has significantly affected the traditional patterns of student-teacher communication within the higher education landscape. A major challenge associated with the emergency transition to remote teaching was to find new ways of building effective communication between teacher and students. Moving to this context has a significant impact on the perception of teacher’s role and identity within the higher education setting both from students’ and teachers’ own perspectives. The present research aims at identifying current tendencies in students’ perception of teacher's role and identity. To achieve the aim set, a number of research tasks have to be fulfilled:
- to explore the relevant research literature;
- to conduct comparative analysis of teacher’s communicative role in face-to-face, online teaching and hybrid teaching contexts;
- to conduct and experiment with the view of identification of students’ expectations and their perception of teacher’s role in post-pandemic period.

The research findings indicate that currently students tend to perceive the teacher less as a formal instructor and more as a guiding partner in the teaching-learning process. Students expect the teacher to facilitate the learning process be it in online or offline context. The experiment has also revealed that students tend to expect teacher’s emotional and psychological support in educational communication. The research results can find their practical application in developing teaching strategies at the level of higher education and be of general interest to those engaged in social studies.

Authors:
Larisa Lutskovskaia, Peoples' Friendship University of Russia, Russia

About the Presenter(s)
Dr Larisa Lutskovskaia is a University Associate Professor/Senior Lecturer at Peoples' Friendship University of Russia in Russia

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