Can the use of instructor self-disclosure influence collective resilience in the virtual classroom during the COVID-19 pandemic?

The effects of the COVID-19 pandemic led to abrupt school closures around the globe, leading post-secondary institutions to swiftly move to remote and/or online learning. This study reviewed and analyzed the use of instructor self-disclosure as an effective instructional tool, as well as how the sharing of those self-disclosures led to a collective resilience or shared identification that allows for the expression of solidarity and cohesion within the virtual classroom. A mixed methodology research design was used, together with the Instructor Self-Disclosure Scale and the Fletcher-Lyons Collective Resilience Scale, to assess the relationship between students' perceptions of instructor's use of self-disclosure and collective resilience within the virtual classroom (Cayanus, Martin, Commun Res Rep 21:252-263, 2004; Lyons et al, Group Dyn Theory Res Pract 20:65-77, 2016). A convenience sample of 30 former psychology students was used for this study. Additionally, a homogeneous sampling of the former students participating in this study resulted in interviews conducted with 10 participants. Although a significant relationship was not found between instructors' use of self-disclosure and collective resilience within the virtual classroom, the participants' narratives indicated that some level of resilience was facilitated by interactions with the instructor. Five main themes emerged from the thematic analysis. These were: (a) evaluation of teaching, (b) collective resilience, (c) values of the instructor, (d) self-disclosure, and (e) instructor responsiveness to students.