Volume 8, Issue 11, November 2023 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

A Study on Effect on Inter Personal Relationship in

Online Classroom Environment
Hasifa Mariam Khan Violet Glady. P
BBA Student Assistant Professor
Stella Maris College, Department of Commerce
Chennai Stella Maris College, Chennai

Abstract:- The social and academic development of A. Online education (with reference to the Covid-19
students is significantly influenced by interpersonal pandemic)
relationships between peers and with teachers. The use The education industry was one among the many
of online teaching has been happening gradually in the hardest hit by the Covid19 pandemic. As schools, colleges
educational system. The Covid-19 pandemic, however, and universities scrambled to find ways to keep their doors
pushed schools and institutions to switch entirely to an open, Online learning tools proved to be a boon in these
online style of instruction. The goal of this study is to trying times. But with a sudden shift from an offline to
better understand how interpersonal relationships online classroom environment, a lot of adjustments and
between students and instructors in an online classroom changes had to be made by both the teachers/professors and
environment are affected. The data was collected students along with the given circumstances at the time.
through a questionnaire circulated among university and The Edu Tech system in the online learning segment was
collegestudents in Chennai and further was analysed relatively young and had numerous flaws and even so grew
using percentage analysis and pie charts. Findings by leaps and bounds.The system is rapidly changing and
showed that the students found it hard to bond/get to evolving, and it will soon become the norm in the education
know their professors and peers and did not receive industry. The online education world has numerous
individual attention as well as feedback on their advantages and will make education more affordable and
performances and activities from their professors. The widely available. Fixed curriculums and rigid subject
students also found it hard to spend time with their peers choices are no longer acceptable as a new generation of
after class hours.Based on these findings suitable students demands greater flexibility in their education. This
suggestions were given. indicating that online learning will be in demand and
flourish in the upcoming future as well. Along with the
Keywords:- Interpersonal relationship, online classroom many advantages, online education offers a set of demerits
environment, students, professors too. With the rapid changes and shifts being made in the
classroom environment, effects on various factors in
I. INTRODUCTION relation to students and teachers need to be studied.
Interpersonal relationship refers to the social B. Advantage And Disadvantages of Virtual/Online Classes
association, relationship, or a strong bond between two or Studentsprefer classroom classes over online classes due
more people.As individuals get to know each other and get to the numerous issues they encounter when taking online
attached, interpersonal relationship is formed. Transparency, classes, such as a lack of motivation, a lack of
mutual trust and respect, common goals and attachment is a understanding of the material, a decrease in communication
must for an interpersonal relationship. Family relationships, levels between students and instructors, and a sense of
friendship, marriage, relationships with associates, etc, are isolation caused by online classes. Virtual education, also
all examples of context. known as computer-mediated communication (CMC), alters
how professors and students interact, form relationships, are
Peer relationshipsgive children the opportunity to learn
influenced by others, and manage diminished social cues.
a variety of important skills such associal-emotional,
problem-solving skills, etc.Peer relationships can also prove Traditional face-to-face classrooms can foster positive
to have a negative impact on social emotional development and inclusive learning cultures, promote open
in the cases of bullying, exclusion, etc. Creating an communication, and allow students to connect with their
environment that encourages and supports social-emotional peers before, during, and after class meetings.Virtual
development and academic learning, requires the need to education, like traditional face-to-face education, can create
foster positive relationship among peers in the classroom. and build classroom culture. Synchronous virtual education
This shows the very significance of peer relationships. can provide a space for students to develop social presence
Improving students' relationships with teachers also has an and encourage self-disclosure in order to foster positive,
important role to play on both their social and academic supportive classroom cultures.
development.Students found to have close, positive, and
supportive relationships with their teachers tend to
outperform those who have more conflict in their
relationships.

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Volume 8, Issue 11, November 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
II. OBJECTIVES OF THE STUDY students’ academic and social development, needs to be paid
attention to along with the changes in the classroom
 To find out the effect on interpersonal relationship environment.
between students and professors in online classroom
environment. The study aims to find out the effects online classroom
 To study the effect on interpersonal relationship among environment has on the interpersonal relationship between
students in online classroom environment. students and with their professors/teachers and provides
 To find the problems faced by students during online suggestions on ways to deal with these effects/issues.
teaching.
IV. RESEARCH DESIGN
III. SIGNIFICANCE OF THE STUDY
This study aims to find out the effects on interpersonal
Online learning has grown a lot with the collaboration relationship in an online classroom environment. In order to
of internet and education providing people with the understand this, a questionnaire was prepared and circulated
opportunity to learn new skills and acquire knowledge on among university and college students in Chennai, not
various fields. The COVID19 outbreak led to adopting of restricted to a particular field of study, college, and
the online classroom environment in all educational and university.
other concerned institutions. Because of the pandemic,
Information gathered from the questionnaire was then
schools, universities, colleges, and businesses were forced to
analysed and the outcome was used for the findings and
work remotely, which increased the use of online learning.
suggestions part of the study.
Relationships among the students and with their
professors/teachers, having a significant role to play on the

Table 1: Research Design

Sample University and college students in Chennai
Sample size 100
Source of data Primary data
Data collection technique Questionnaire
Data analysis Percentage analysisand One sample t-test
Sampling technique Convenience sampling

V. LIMITATIONS  Maunder(2017), Students who reported strong

attachment to their peers had higher levels of adjustment
 The research is limited only to the city of Chennai and is to university life and attachment to their university.
not wide spread to other geographical locations of the Students who reported difficulties with other students'
country. relationships had lower levels of peer attachment and
 Difficulty in getting a huge number of responses, university adjustment. The study emphasises the role of
restricting it to 100 responses. social relationships in institutional belonging, as well as
 The study is conducted from the point of view of the importance of nurturing peer relationships and
students alone with regards to the student- institutional affiliation in order to create a positive
teacher/professor relationship. student experience.
 Collins (2017),Close relationships can protect and
VI. REVIEW OF LITERATURE improve health in a variety of ways. Relationships can
also promote health by promoting exploration, personal
According to Cheryl S. Spivey (1985), interpersonal
growth, and goal achievement, all of which are essential
interactions skills are an essential ingredient to a better
for overall health and well-being.Because humans have
student-teacher relationship. Sharing personal experiences
an inherent desire for attachment and belonging, people
fosters mutual trust and respect, two essential components of
thrive when they feel intimately connected to significant
any relationship. These interpersonal interactions assist
persons.
teachers in becoming far more effective in the classroom.
 Wissing et.al.(2022),emphasises the importance of peer
 Eric Zhi Feng Lin (2015),In a studyit was found that
relationships in the educational context, as the findings
the interaction between teachers and students has a
show that both the size of the peer network and
significant impact on students' learning performance.
perceived peer support protect medical students'
Students who had a high level of teacher-student
education satisfaction and study engagement when faced
interaction outperformed those who had a low level of
with study demands, such as forced online education
teacher-student interaction.
during the COVID-19 pandemic. These findings could
 Eric Zhi Feng Lin (2015),To develop online education,
lead to educational initiatives that promote collaborative
some lessons from the traditional teaching model in
learning and the formation of formal peer networks.
maintaining a close and intimate teacher-student
relationship must be drawn.

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Volume 8, Issue 11, November 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
 Carvalhais (2022),Teachers should be encouraged to strategies as prompted by the COVID-19 pandemic, thus
establish a social presence and connect with students as contributing not only to their own quality of life but also
educational practises evolve to accommodate online to the overall development of their students.
teaching and other technology-mediated teaching

VII. DATA ANALYSIS

Table 2: Percentage Analysis - Demographic profile of respondents

Respondent’s Frequency Percentage Cumulative Percentage
Gender Male 58 58% 58%
Female 42 42% 100%
Age Group Below 19 years 12 12% 12%
19-21 years 60 60% 72%
Above 21 years 28 28% 100%
Field of Study Arts 8 8% 8%
Science 25 25% 33%
Commerce 17 17% 50%
Engineering 35 35% 85%
Others 15 15% 100%
Degree Level UG 75 75% 75%
PG 25 25% 100%

 Data Inference:  In the above data, 8% of the respondents are pursuing

 In the above data, 58% of the respondents are male and studies in the field of arts, 25% in the field of science,
the remaining 42% of the respondents are female. 17% in the field of commerce, 35% in the field of
 In the above data, 12% of the respondents are below the engineering and the rest 15% opted for others.
age of 19 years, 60% of the respondents are in the age  In the above data, 75% of the respondents are pursuing
range of 19 to 21 years and the remaining 28% are above their undergraduate (UG) degree and the rest 25% are
21 years. pursuing their post graduate degree (PG).

Table 3: Percentage Analysis - Interpersonal Relationship Between Professors and Students

Scale Frequency Percentage Cumulative Percentage
Interaction with the Strongly Agree 8 8% 8%
professors in the online Agree 25 25% 33%
classroom environment Neither Agree nor Disagree 36 36% 69%
Disagree 22 22% 91%
Strongly Disagree 9 9% 100%
Convenience of asking Strongly Agree 7 7% 7%
doubts and quarries Agree 37 37% 44%
Neither Agree nor Disagree 21 21% 65%
Disagree 27 27% 92%
Strongly Disagree 8 8% 100%
Professor availability after Strongly Agree 12 12% 12%
class Agree 44 44% 56%
NeitherAgree nor Disagree 20 20% 76%
Disagree 20 20% 96%
Strongly Disagree 4 4% 100%
Conveying Opinion Strongly Agree 11 11% 11%
Agree 43 43% 54%
Neither Agree nor Disagree 22 22% 76%
Disagree 19 19% 95%
Strongly Disagree 5 5% 100%
Individual feedback from Strongly Agree 8 8% 8%
their professors on their Agree 26 26% 34%
activities and performance Neither Agree nor Disagree 23 23% 57%
Disagree 29 29% 86%
Strongly Disagree 14 14% 100%
Getting equal and Strongly Agree 6 6% 6%
individual attention from Agree 23 23% 29%
their professors Neither Agree nor Disagree 27 27% 56%

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Volume 8, Issue 11, November 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Disagree 30 30% 86%
Strongly Disagree 14 14% 100%
Bond/connect with your Strongly Agree 8 8% 8%
professors Agree 20 20% 28%
Neither Agree nor Disagree 29 29% 57%
Disagree 29 29% 86%
Strongly Disagree 14 14% 100%
Professors flexible in their Strongly Agree 10 10% 10%
mode of teaching and Agree 39 39% 49%
instruction Neither Agree nor Disagree 31 31% 80%
Disagree 11 11% 91%
Strongly Disagree 9 9% 100%
professors understanding Strongly Agree 10 10% 10%
and considerate about the Agree 45 45% 55%
issues and difficulties Neither Agree nor Disagree 26 26% 81%
arising out of the online Disagree 12 12% 93%
classroom environment Strongly Disagree 7 7% 100%

 Data Inference nor disagree, 29% disagree to it and the rest 14%
 Nearly 8% strongly agree that they were comfortably strongly disagree to it.
able to interact with their professors in the online  In the above data, 6% of the respondents strongly agree
classroom environment, 25% agree, 36% neither agree that they were able to get equal and individual attention
nor disagree, 22% disagree and the rest 9% strongly from the professors, 23% agree to it, 27% neither agree
disagree. nor disagree, 30% disagree and the rest 14% strongly
 7% of the respondents strongly agree that it was disagree to it.
convenient for them to ask their doubts and queries, 37%  Nearly, 8% of the respondents strongly agree that they
agree to it, 21% neither agree nor disagree, 27% disagree were able to bond with their professors, 20% agree to it,
and the rest 8% strongly disagree to it. 29% neither agree nor disagree, 29% disagree to it and
 The above table show that 12% of the respondents the rest 14% strongly disagree.
strongly agree that they were able to contact their  In the above data, 10% of the respondents strongly agree
professors after class hours, 44% agree to it, 20% neither that the professors were flexible in the mode of teaching
agree nor disagree, 20% disagree to it and the rest 4% and instruction, 39% agree to it, 31% neither agree nor
strongly disagree to it. disagree, 11% disagree and the rest 9% strongly
 Nearly, 11% strongly agree that they were able to disagree.
convey their opinions to their professors, 43% agree to  Nearly, 10% of the respondents strongly agree that their
it, 22% neither agree nor disagree, 19% disagree and the professors were understanding and considerate about the
rest 5% strongly disagree to it. issues and difficulties arising from the online classroom
 Nearly, 8% strongly agree that they were able to get environment, 45% agree to it, 265 neither agree nor
individual feedback, 26% agree to it, 23% neither agree disagree, 12% disagree to it and the rest 7% strongly
disagree to it.

Table 4: One sample t-test test to estimate the interpersonal relationship between student and professor
Test Value = 3 (Average of Likert Scale)
t df Sig. (2-tailed) Mean Difference
Professor - Interaction .093 99 .926 .010
Professor - Convenience of asking doubts and quarries .717 99 .475 .080
Professor - Availability after class 3.761 99 .000 .400
Professor-Conveying Opinion 3.369 99 .001 .360
Professor-Individual feedback -1.258 99 .211 -.150
Professor-Individual Attention -2.025 99 .046 -.230
Professor-Bond and Connect -1.815 99 .073 -.210
Professor -Flexible teaching in online modes 2.760 99 .007 .300
Professor - Considerate and understand student’s online
3.703 99 .000 .390
issues

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Volume 8, Issue 11, November 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Table 5: Percentage Analysis - Interpersonal Relationship Between Peers
Scale Frequency Percentage Cumulative Percentage
Communication -Able to Strongly Agree 9 9% 9%
interact with your peers Agree 28 28% 37%
considering the virtual Neither Agree nor Disagree 25 25% 62%
classroom environment Disagree 22 22% 84%
Strongly Disagree 16 16% 100%
Support -Whether they Strongly Agree 6 6% 6%
able to get to know each Agree 26 26% 32%
other Neither Agree nor Disagree 23 23% 55%
Disagree 27 27% 82%
Strongly Disagree 18 18% 100%
Flexibility - Spend Strongly Agree 8 8% 8%
time/talk with your peers Agree 30 30% 38%
after class hours Neither Agree nor Disagree 23 23% 61%
Disagree 23 23% 84%
Strongly Disagree 16 16% 100%
Approachable -Able to get Strongly Agree 7 7% 7%
your peers help with your Agree 38 38% 45%
studies Neither Agree nor Disagree 25 25% 70%
Disagree 18 18% 88%
Strongly Disagree 12 12% 100%
Coordination -Able to Strongly Agree 9 9% 9%
work well on group Agree 37 37% 46%
assignments together Neither Agree nor Disagree 24 24% 70%
Disagree 22 22% 92%
Strongly Disagree 8 8% 100%
Brain Stroming - Strongly Agree 8 8% 8%
Opinions, views and ideas Agree 41 41% 49%
heard and taken into Neither Agree nor Disagree 36 36% 85%
consideration Disagree 11 11% 96%
Strongly Disagree 4 4% 100%
Conflict Management - Strongly Agree 9 9% 9%
Able to solve Agree 36 36% 45%
conflicts/problem Neither Agree nor Disagree 37 37% 82%
Disagree 14 14% 96%
Strongly Disagree 4 4% 100%
Empathy - There a sense Strongly Agree 8 8% 8%
of empathy among your Agree 37 37% 45%
peers Neither Agree nor Disagree 40 40% 85%
Disagree 10 10% 95%
Strongly Disagree 5 5% 100%

 Data Inference  In the above data, 9% of the respondents strongly agree

 In the above data, 9% strongly agree that they were able that they were able to work well on group assignments
to interact with their peers, 28% agree to it, 25% neither with their peers, 37% agree to it, 24% neither agree nor
agree nor disagree, 22% disagree to it and the rest 16% disagree, 22% disagree and the rest 8% strongly
strongly disagree. disagree.
 In the above data, 6% of the respondents strongly agree  In the above data,8% strongly agree that their opinions
that they were able to get to know each other, 26% agree and views were heard and taken into consideration, 41%
to it, 23% neither agree nor disagree, 27% disagree to it agree to it, 365 neither agree nor disagree, 11% disagree
and the rest 18% strongly disagree. and the rest 4% strongly disagree to it.
 In the above data, 8% strongly agree that they were able  In the above data, 9% strongly agree that they were able
to spend time with their peers after class hours, 30% to solve conflicts/problems, 36% agree to it, 37% neither
agree to it, 23% neither agree nor disagree, 16% strongly agree nor disagree, 14% disagree to it and the rest 4%
disagree. strongly disagree.
 In the above data, 7% strongly agree that they were able  In the above data, 5% strongly agree that there was a
to get help from their peers with regards to their studies, sense of empathy among their peers, 37% agree to it, 405
38% agree to it, 25% neither agree nor disagree, 18% neither agree nor disagree, 10% disagree to it and the
disagree to it and the rest 12% strongly disagree. rest strongly disagree.

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Volume 8, Issue 11, November 2023 International Journal of Innovative Science and Research Technology
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Table 6: One sample t-test test to estimate the interpersonal relationship between students and peers
Test Value = 3 (Average of Likert Scale)
t df Sig. (2-tailed) Mean Difference
Peers - Communication -.651 99 .516 -.080
Peers - Support -2.082 99 .040 -.250
Peers - Flexibility -.736 99 .464 -.090
Peers - Approachable .869 99 .387 .100
Peers - Coordination 1.518 99 .132 .170
Peers - Brain Stroming 4.088 99 .000 .380
Peers - Conflict Management 3.324 99 .001 .320
Peers - Empathy 3.498 99 .001 .330

VIII. FINDINGS  Majority of 28% of respondents agree that they were

able to interact with their peers considering the virtual
The following statements are the findings based on the classroom environment whereas 22% disagree to it.
data collected.  Majority of respondents disagree that they were able to
 Majority of the respondents are male, comprising of 58% get to know each other.
of the total.  While the total responses of the options strongly agree
 Majority of the respondents fall in the age range of 19-21 and agree sum up to 38%, indicating that they were able
years, that being 60% of the total. to spend time with their peers after class hours, an
 Most of the respondents are pursuing studies in the field equally large proportion of respondents contradict the
of engineering, that being 35% of the total. same (39% being the sum of responses of strongly
 Majority of the respondents are pursuing their disagree and disagree).
Undergraduate (UG) degree.  Majority of respondents (38%) agree that they were able
 Findings related to interpersonal relationship between to get help from their peers with regards to their studies.
professors and students  37% of respondents, that being the majority, agree that
 Most of the respondents have a neutral opinion (36%), they were able to work well on their group assignments
that is they neither agree nor disagree on whether they together.
were able to comfortably interact with their professors in  41% of respondents agree that their opinions, views, and
the online classroom environment. Followed by this, ideas were heard and taken into consideration.
25% of the respondents agree to it and 22% disagree to  While 37 % have a neutral opinion, 36% agree that they
it. were able to solve conflicts/problems if any arose.
 Majority of the respondents (37%) agree that it was  While 40% neither agree nor disagree, 37% agree that
convenient for them to ask their doubts and queries. there was a sense of empathy among their peers.
 Majority of 44% of respondents agree that they were
able to contact the professors after class hours. Problems found – Students are unable to bond with
 Majority of respondents (43%) agree that they were able their professors and get individual feedback on their
to convey their opinions to their professors. performance and activities. They find it hard to get to know
 Majority of respondents (29%) disagree and 14% their peers and spend time with them after class hours.
strongly disagree on whether they were able to get
individual feedback from their professors with regards to IX. SUGGESTIONS
their activities and performance.
Based on the above findings, following suggestions are
 Majority of 30% of respondents feel that they were not derived.
given equal and individual attention.
 Interpersonal relationship between professors and
 Majority of respondents disagree (29%) and 14% students. Students can be asked to turn on their cameras
strongly disagree on whether they were able to bond for the classes which will make it more engaging for
with their professors. both the students and professors. At the same time, this
 Majority of respondents agree that the professors were might not work out for all the classes, due to the internet
flexible in their mode of teaching and instruction. connection issues of students and disturbances in their
 A majority of 45% of respondents agree that the background. So, a mix of off-screen and on-screen
professors were understanding and considerate about the classes can be done every week.
issues and problems arising out of the online classroom  Lectures can be short or broken up into smaller segments
environment. and accordingly taught in each class. Doing so, there will
 Findings related to the interpersonal relationship be enough time to discuss and interact with the students.
between students  Just like classrooms, students can be called on to answer
questions or share their opinions.

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 At the end of the class, the lecturer could stay back for a X. CONCLUSION
few minutes so that students can clear their doubts if
any. This being, if the students are not comfortable to To summarize, the study aimed to find out and
ask their doubts in front of the others. understand the effect on interpersonal relationship in an
 A few classes or special classes can be scheduled, online classroom environment. From the study majority of
wherein the lecturer would try to revise the topics and students did not have much issues with communication,
help the students falling behind. empathy, conflict management, being heard and flexibility.
 The lecturers on correcting the answering scripts can The issue was in the area of support with professorsand
immediately write short feedback about the student’s getting to know each other among students.Majority of the
performance either through the private chat message in students did not receive individual attention and feedback
the google classroom/any other application being used. from their professors, at the same time were not able to bond
with their professors and peers.
 At the end of each month or examination, professors can
email the students giving them feedback about their The main aspect of bonding and getting to know each
activities and performance. This would be more other was found to be lacking in an online classroom
personalised and encouraging for the students. environment which is necessary for the development of
 Apart from the usual lectures, fun games can be interpersonal relationship among students and learners. To
conducted once in every week/every two weeks. A overcome these issues most of the points are highlighted in
specific day can be assigned like during the weekends suggestion made in the study.
and games such as word search, quizzes, etc can be
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