International Journal of Social Policy and Education Vol. 3, No. 8; August, 2021. pp 12-21 ISSN 2689-4998 (print), 2689-5013 (online) Copyright © The Author(s). All Rights Reserved. Published by International Center for Promoting Knowledge 12 The pedagogical relationship in Distance University courses through the eyes of teachers and students: a comparative approach Georgios Stamelos Professor Department of Educational Sciences and Social Work University of Patras Greece Anthi Adamopoulou Laboratory Teaching Staff Department of Educational Sciences and Social Work University of Patras Greece Maria Frounta Laboratory Teaching Staff Department of Educational Sciences and Social Work University of Patras Greece Andreas Vassilopoulos Lecturer Adjust Department of Educational Sciences and Social Work University of Patras Greece Abstract The covid-19 pandemic has led to a violent adjustment of university education to distance learning. This paper examines the impact of distance education on the pedagogical relationship between university teachers and students. Our sample includes both university teachers and students of Greek universities. The analysis of the data shows that the majority of both university teachers and students consider distance education necessary, although individual differences are apparent. It is also important to stand by a significant minority of both teachers and students who have a different opinion. Two concluding formulations stand out. First, that distance education is here to stay and that it enriches university teaching by making it more flexible. Second, that more research is needed on the effects of distance education on the pedagogical relationship between teacher and students. Keywords: University courses, Pedagogical relationship, Communication, Teaching strategies, Comparative approach. 1. Introduction The pedagogical relationship, defined as "the set of learning, teaching and didactic relationships in a pedagogical situation" (Legendre 2005, Friesen 2017), is at the heart of questions about the learning process. The pedagogical relationship, as a social interaction, takes place in a social context and is characterized by a series of exchanges, mutual influences, actions and reactions between teacher and student (Weigand and Hess 2007). For this reason,