2026· Journal of Communication Pedagogy· Vol 10, pp. 56-74· 0 citations· 40 references
Abstract
This qualitative study examines the degree to which synchronous and asynchronous online learning platforms both supported and constrained the achievement of rhetorical and relational goals in a resource-constrained South African higher education context. As online teaching practices persist in the post-COVID era, understanding how to design pedagogically sound online environments is increasingly important, particularly in the Global South where cost, access, and connectivity pose significant constraints. Drawing on the Rhetorical and Relational Goals Theory (RRGT; Mottet et al., 2006) and Kaufmann et al.’s (2016) online learning climate dimensions, the study analyzes undergraduate students’ perceptions of Blackboard Collaborate, PowerPoint voice-overs, WhatsApp, and instructor communication strategies. Thematic analysis of survey data from 300 students indicates that synchronous platforms enhanced immediacy and engagement but were hindered by connectivity challenges, while asynchronous tools supported autonomy yet limited interaction. Instructor communication strategies played a critical role in mediating these trade-offs.
This paper explored the perceived challenges students face in online learning for Accounting compared to traditional face-to-face learning at a South African university. As education increasingly transitions to digital platforms, understanding how these learning environments affect student engagement, academic performa...
Isaac Thami Makhoba, Newlin Marongwe· Indonesian Journal of Learni...· 0 citations
This study uncovers the aspirations and lived experiences of students who recently completed online Master’s degree in English Education (M.Ed.) at the Department of English Education, University Campus, Tribhuvan University, Nepal. The COVID-19 pandemic brought a significant shift from traditional face-to-face instruc...
G. Poudel· Studies in ELT and Applied L...· 0 citations
It is demonstrated that student agency in online learning involves substantial coordination work, as learners construct and adapt social structures around available digital tools, however, such agency does not necessarily produce equitable or meaningful participation.
Farha Alia Mokhtar, S. Barnes· IAFOR Journal of Education· 0 citations
Background:
Hybrid learning not only broadened access, but also reframed the students’
way of being motivated and knowledgeable about participating, belonging
and personal responsibility for learning.
Methodology:
In this qualitative secondary analysis, study reviewed the anonymous student
narratives which emerged in...
Jimmy Helther, Ian Couzens· Journal of Educational Resea...· 0 citations
Findings indicate that academics are compelled to transition from traditional to interactive, student-centred teaching, requiring ongoing adaptation to emerging digital tools, multimedia integration, and data analytics for student monitoring.
N. Folabit, L. Jita· Educational technology resea...· 0 citations
This study explores students’ perceptions of synchronous learning during a period of rapid pedagogical transformation in higher education. Triggered by a systemic shift from traditional face-to-face instruction to online formats, institutions were compelled to redesign their teaching methods, communication channels, an...
Yonatan Shertzer, E. Rabenu, Emanuel Tamir et al.· Online Learning· 0 citations
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