The Impact of Face-to-Face Meetings on Trust, Socio-Emotional, and Cognitive Outcomes in Remote Learning

Abstract

This study investigates the role of face-to-face (F2F) meetings in enhancing relational trust, socio-emotional development, and academic outcomes in synchronous remote learning environments. It examines whether an initial in-person meeting between students and their teacher fosters relational trust when they then work in synchronous online learning environments. Quantitative analysis reveals that students who met their teachers prior to online instruction reported higher levels of relational trust, greater interpersonal communication, and improved class attendance. These findings support theories of relational trust as a foundation for effective learning and connection in virtual educational environments. Contributing to a growing body of literature on online education, the findings suggest that in-person meetings can significantly influence psychological safety, participation and engagement. Hybrid models that integrate in-person meetings with synchronous virtual environments may be particularly effective in supporting high-need or vulnerable individuals. The findings offer actionable strategies for educators and program designers seeking improve socio-emotional and academic outcomes in synchronous remote learning and working environments.