Introducing the topic 
On the connection between social closeness and learning
Why does social closeness play a role in courses at all?
For students, universities are spaces for socialization, experience and living (vgl. Falkenstern & Walz, S. 41).[1]
It's not just about attending classes and learning. No, an important part of the course also consists of what happens around it: The conversations before and after the course, the coffee break together, the communication through looks and gestures - also via the lecturer who are standing in front of the students.
It's not just about attending classes and learning. No, an important part of the course also consists of what happens around it: The conversations before and after the course, the coffee break together, the communication through looks and gestures - also via the lecturer who are standing in front of the students.
In the digital space, these possibilities of shared experiences and common situations are severely limited. This can be perceived as a loss of social closeness. And can also contribute to a reduced motivation to learn.
What does social closeness have to do with motivation to learn?
One of the most popular theories of motivation is Deci & Ryan's self-determination theory of motivation.[2] According to this theory, there are three basic innate psychological needs in humans:
The need for competence
The need for autonomy or self-determination
The need for relatedness or belongingness
According to this theory, the motivation to achieve a goal, e.g. a learning goal, is higher if the learners can simultaneously satisfy their basic psychological needs - and one of these needs is also the need for relatedness.
Is relatedness or social closeness really a basic need for everyone?
The Riemann-Thomann model of communication psychology assumes that there are four basic orientations: closeness vs. distance and duration vs. change. These orientations can be differently pronounced in people.[3]
Accordingly, there are students for whom closeness is very important: their motivation to learn is impaired by the forced, isolated learning and they feel more motivated by interactive teaching-learning scenarios. But there are also students for whom distance is more important and who cope well with the reduction in social and emotional interactions in online teaching.
Accordingly, there are students for whom closeness is very important: their motivation to learn is impaired by the forced, isolated learning and they feel more motivated by interactive teaching-learning scenarios. But there are also students for whom distance is more important and who cope well with the reduction in social and emotional interactions in online teaching.
How about you? Check out how you would locate yourself between the four poles, proximity and distance, duration and change.
Your own positioning between the poles of closeness and distance influences how much closeness you intuitively allow in the digital space, and how much distance you intuitively maintain. It is therefore helpful to be aware of your own preferences and to realize that students who have a different closeness-distance requirement are also taking part in your course. In order to then consciously decide - together with the students - how much closeness and distance is appropriate for the learning group as a whole.
Reflection Question
"According to Riemann-Thomann, people tend to behave according to their basic needs, especially when faced with challenges. A particular challenge for seminar leaders is often the design of the first seminar session. Therefore, using the example of the seminar opening, the respective basic type is presented 'in its purest form'." (Sommer 2008, S. 23f.; translated by M.B.)
Which image are you most likely to recognize yourself in?
- "My name is (...). I managed to book this lecture hall for our seminar so that you all have a good look ahead. We begin today with the historical development and the epistemological classification of the topic. The most important challenge for every researcher is to approach his research subject with the necessary professional distance. This is the only way to analyze structures and systems. Please provide quotations and explanations for speeches and theses within discussions, which authors you are referring to. The same applies, of course, to your presentations, which you should submit to me one week in advance by email or fax. The corresponding numbers can be found in the course catalog or inquire about them in the secretariat. " (Sommer 2008, S. 23; translation by M.B.)
- "Let me introduce myself to you: (...) my name. This course belongs to sub-module 2 within the third module. In this first of 14 seminar sessions I will present the detailed plan for the semester. Each seminar session is then divided into three phases: 1. Lecture (45 minutes), 2. Dialogue (total: 25 minutes), 2.1 questions (10 minutes), 2.2. Discussion (15 minutes), 3. In-depth exercises (20 minutes). The first three event dates serve as an introduction to the topic. The lectures will therefore be given by me. In the following 11 sessions, student presentations are given and discussed. Possible lecture topics can be found in the script on page 8. If you want to obtain a grade, select one of these topics and contact me by next week. Please do not hesitate to contact me during my office hours on Wednesdays from 11 a.m. to noon. In preparation for the respective session, I ask you to read the texts given in the literature list and to think about five questions about the text. You will be given the opportunity to discuss these here and write down the results. To make the discussion easier, I will keep the list of speeches. Each session starts at 10.15 am and ends at 11.45 am. Rules are required for efficient work: the most important rules are: "Be on time!" And "Be prepared!" You can find the other rules in the script on pages 2-4. After that, on pages 5-7, requirements for presentations and term papers. Both are to be submitted on time. Please adhere to the format templates (number of pages, margins, font size). When registering for exams, please note Paragraphs 12-18 of the Bachelor's Regulations. " (Sommer 2008, S. 23f.; translation by M.B.)
- “Dear students, nice to have you here. I greet those who were with me last semester just as warmly as those who have just joined our group. I hope that we will quickly grow together into a workable team in which we can work together intensively. As you can see, I have already pushed the tables to one side, talking and learning in a chair circle is much better. To start with, we're doing an intensive round of introductions today, in which everyone tells how they are doing and what concerns them outside of the university. After all, we also want to get closer to each other on a human level. By the way, you can always call me on my mobile number if you have any questions or concerns. " (Sommer 2008, S.24; translation by M.B.).
- "(...) [My] name [is] (...). I have changed the topic originally printed out in the course catalog, because now I see the topic from a completely different perspective. Nothing is as constant as change - Speaking of change: We won't always work in this room. When an interesting lecture or a film on the topic is shown, we meet on site, for example at the cinema. By the way, a friend of mine has just finished filmed a great documentary in Antarctica. Oh, that's not part of our topic. Where did I stop? Let's do a round of introductions - oh no, maybe more of a role play? Or how about a positional exercise? The main thing lively!" (Sommer 2008, S.24; translation by M.B.).
Have you been able to assign the ideas to the four types? And recognized yourself a little bit in one or the other imagination?
Find the solution here
1. = Distance
2. = Duration
3. = Closeness
4. = Change
2. = Duration
3. = Closeness
4. = Change
What are the implications of these theories of motivation and psychological orientation for your online teaching?
- In order to maintain the students' motivation to learn, it is important that they feel socially involved - so the time and effort required to initiate and establish social closeness are good investments for the student's learning success.
- The needs for closeness and distance are differently pronounced for each and every person. So: Do not infer from yourself to others. Be attentive to the communication preferences, needs and goals of the participants in the interaction (including yourself).
- In virtual space, the distance per se has a clear advantage - so here you have to take special measures to establish social closeness. We will have a look what options you have here in the next few chapters.
[1] Falkenstern, Anastasia & Kristina Walz (2020): Hochschulbildung im Spannungsfeld von digitaler Kommunikation und virtuellen Lernumwelten. In: Stanisavljevic, Marija & Tremp, Peter (Hrsg.): (Digitale) Präsenz – Ein Rundumblick auf das soziale Phänomen Lehre. Pädagogische Hochschule Luzern: Luzern, S. 41-44. Online: https://boris.unibe.ch/149835/1/_Digitale__Pr_senz__Stanisavljevic_Tremp.pdf
[2] Deci, Edward L. & Ryan, Richard M.: Die Selbstbestimmungstheorie der Motivation und ihre Bedeutung für die Pädagogik. In: Zeitschrift für Pädagogik 39 (1993) 2, S. 223-238.
[3] vgl. Sommer, Angela (2008): Beiträge der Hamburger Kommunikationspsychologie zur Seminargestaltung. Praxisbeispiele und Empfehlungen. In: Neues Handbuch Hochschullehre (NHHL), A 2.3.