Abstract: Due to COVID-19, remote physics instruction has become ubiquitous. This research examines which practices are highly impactful for creating social connections between teaching assistants and students in synchronous remote settings. We recorded interactions between students and teaching assistants in introductory physics active learning problem solving sessions and coded teaching assistant behaviors for types of social practices (e.g., addressing students by name or expressing empathy about course workload). By administering a validated survey o...
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