Educational Teacher-Student Communication During Emergency Remote Education


  • Kira Hnezdilova Bohdan Khmelnytsky National University of Cherkasy
  • Valentyna Movchan Bohdan Khmelnytsky National University of Cherkasy
  • Kateryna Tkachenko Bohdan Khmelnytsky National University of Cherkasy
  • Yuliia Nenko Cherkasy Institute of Fire Safety named after Chornobyl Heroes



emergency remote education, online learning, e-learning; pandemic learning, educational communication, higher education


With the advent of synchronous computer-mediated communication technology, online educational communication is enabled by various apps, online platforms, and social networking sites that have been incorporated into the daily routine of teachers and students. The pandemic gave rise to an increase in virtual educational communication. However, in recent years, there has been a strong concern about the potential of virtual learning environments to serve the communication needs of students. Given that communication is ranked among the most noticeable in terms of the relationship between the learner and the teacher, the primary aim of the research is to explore whether online learning has an effect on communication between instructors and students in a negative way through the lens of recent research. The authors sought to understand the basic components of educational communication and their characteristics. The paper is a narrative literature review utilizing secondary research sources. We offer the following component structure: transmitter/receiver (communicators), channel, message, context, sound, assessment and evaluation, and feedback. The study found that the quality of the educational online communication depends on multiple factors: readiness of the communicators for active interaction; the level of training in using technology; diversified learning; and technology application; adaptation of teaching style to the online environment; obeying the principles of interaction: maxims of quality, quantity, relevance and manner; comprehensive assessment and evaluation mechanisms and a solid understanding of the educational communication process; ongoing feedback; emotional, community support and collaborative learning atmosphere; learning atmosphere.

Author Biographies

Kira Hnezdilova, Bohdan Khmelnytsky National University of Cherkasy

Doctor of Science in Pedagogy, Professor, Department of Preschool and Social Education

Valentyna Movchan, Bohdan Khmelnytsky National University of Cherkasy

Candidate of Pedagogical Sciences, Associate Professor, Department of Primary Education

Kateryna Tkachenko, Bohdan Khmelnytsky National University of Cherkasy

PhD in Pedagogy, Senior Lecturer of Department of Primary Education


ABDUL WAHID, H.; RAHMAT, N.; DZURADEEN, N.; KADIR, N. (2020). Are students engaging in online classrooms?. European Journal of Education Studies, 7(12). DOI: 10.46827/ejes.v7i12.3408

ALAWAMLEH, M.; AL-TWAIT, L.M.; AL-SAHT, G.R. (2022). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies, Vol. 11, No. 2, pp. 380-400. DOI: 10.1108/AEDS-06-2020-0131

ALMAHASEES, ZAKARYIA; MOHSEN, KHALED; OMER, MOHAMMED. (2021). Faculty’s and students’ perceptions of online learning during COVID-19. Frontiers in Education, 6. DOI: 10.3389/feduc.2021.638470

AL-OMARI, J. F. M., (2020). Educational communication skills and their problems among students of Princess Rahma university college at Al-Balqa applied university. Cypriot Journal of Educational Science, 15(5), 1337-1353. DOI: 10.18844/cjes.v15i5.5172

ARISTIKA, A.; DARHIM, JUANDI, D.; KUSNANDI. (2021). The effectiveness of hybrid learning in improving of teacher-student relationship in terms of learning motivation. Emerging Science Journal, 5(4), 443–456. DOI: 10.28991/esj-2021-01288

ARKSEY, H.; O’MALLEY, L. (2005). Scoping studies: towards a methodological framework. International Journal of Social Research Methodology: Theory and Practice, 8(1), 19–32. DOI: 10.1080/ 1364557032000119616

ARMSTRONG-MENSAH, ELIZABETH; KIM RAMSEY-WHITE; BARBARA YANKEY; SHANNON SELF-BROWN. (2020). COVID-19 and distance learning: Effects on Georgia State University School of Public Health Students. Frontiers in Public Health, 20: 576226

AROFAH, S.; MUBAROK, H. (2021). An analysis of violation and flouting maxim on teacher-students onteraction in English teaching and learning process. Language Circle. Journal of Language and Literature, 15(2), 249–256. DOI: 10.15294/lc.v15i2.28148.

BABER, H. (2020). Social interaction and effectiveness of the online learning – A moderating role of maintaining social distance during the pandemic covid-19. Asian Education and Development Studies, 1(1), 1-16. DOI: 10.1108/AEDS-09-2020-0209

BABICKA-WIRKUS, ANNA; LUKASZ WIRKUS; KRZYSZTOF STASIAK; PAVEL KOZLOWSKI. (2021). University students’ strategies of coping with stress during the coronavirus pandemic: Data from Poland. PLoS ONE, 16: e0255042

BHATNAGAR, V.; RANJAN, J.; SINGH, R. (2011). Analytical customer relationship management in insurance industry using data mining: A case study of Indian insurance company. International Journal of Networking and Virtual Organizations, 9(4). DOI: 10.1504/IJNVO.2011.043803

CABUAL, R.A.; CABUAL, Ma.M.A. (2022) The extent of the challenges in online learning during the COVID-19 pandemic. Open Access Library Journal, 9, 1-13. DOI: 10.4236/oalib.1108233

CHEN, LI-LING; CHIN-MU, CHEN. (2023). Formative e-assessment design in online learning environments. International Journal of Education, 15, 36. DOI: 10.5296/ije.v15i1.20580

COMAN, CLAUDIU; LAURENȚIU GABRIEL ȚÎRU; LUIZA MESEȘAN-SCHMITZ; CARMEN STANCIU; MARIA CRISTINA BULARCA. (2020). Online teaching and learning in higher education during the Coronavirus pandemic: Students’ Perspective. Sustainability, 12, no. 24: 10367. DOI: 10.3390/su122410367

CRANFIELD, D.J.; TICK, A.; VENTER, I.M.; BLIGNAUT, R.J.; RENAUD, K. (2021). Higher education students’ perceptions of online learning during COVID-19 – a comparative study. Educ. Sci., 11, 403. DOI: 10.3390/educsci11080403

DWI, A. (2015). An analysis of flouting maxim in EFL classroom interaction. Vision: Journal for Language and Foreign Language Learning, 4(2), 243–259. DOI: 10.21580/vjv4i21592

EL ZEIN, AHMAD; HILAL, NISREEN; JIBAI, BILAL; ATTIEH, LATIFA. (2023). Factors influencing students’ satisfaction in online learning amid the challenging COVID-19 pandemic: case study for Lebanese educational sector. Res Militaris, vol.13, n°1, 13. 2922–2931. Available at:

GIUSTI, LAURA; MAMMARELLA, SILVIA; SALZA, ANNA; VECCHIO, SASHA; USSORIO, DONATELLA; CASACCHIA, MASSIMO; RONCONE, RITA. (2021). Predictors of academic performance during the covid-19 outbreak: impact of distance education on mental health, social cognition and memory abilities in an Italian university student sample. BMC Psychology, 9. DOI: 10.1186/s40359-021-00649-9

GULTOM, RUTMIARTA. (2022). An analysis of cooperative principle maxim in the written and spoken mode of communication between teacher and students during online learning. Journal of Advanced Multidisciplinary Research, vol. 3, no.1. DOI: 10.30659/jamr.3.1.19-43

GUTTERMAN, A. (2021). Developing a corporate social responsibility strategy. SSRN Electronic Journal. DOI: 10.2139/ssrn.3813867

HAQIEN, D.; RAHMAN, A. A. (2020). Pemanfaatan Zoom Meeting untuk proses pembelajaran pada masa pandemi Covid-19. SAP (Susunan Artikel Pendidikan), 5(1). DOI: 10.30998/sap.v5i1.6511

HU, X.; MCGEOWN, S. (2020). Exploring the relationship between foreign language motivation and achievement among primary school students learning English in China. System, 89, 102199. DOI: 10.1016/j.system.2020.102199

IBDA, HAMIDULLOH; WULANDARI, TRI; ABDILLAH, AUFA; HASTUTI, ASIH; MAHSUN, MAHSUN. (2023). Student academic stress during the COVID-19 pandemic: a systematic literature review. International Journal of Public Health Science (IJPHS), 12, 286. DOI: 10.11591/ijphs.v12i1.21983

ILIEVA, GALINA; YANKOVA, TANIA; KLISAROVA-BELCHEVA, STANISLAVA; IVANOVA, SVETLANA. (2021). Effects of COVID-19 pandemic on university students’ learning. Information, 12, 163. DOI: 10.3390/info12040163

LIU, YAN; ZHANG, HONGFENG. (2022). Exploring the influencing factors and validity of formative assessment in online learning. Journal of Education and e-Learning Research, 9, 278-287. DOI: 10.20448/jeelr.v9i4.4288

KISWORO, ANGEN YUDHO & OKTAVIANI. (2021). Teachers’ and students’ perceptions of online learning interactions amidst the COVID-19 pandemic in Indonesian senior high schools. International Journal of Recent Educational Research, 2, 646-663. DOI: 10.46245/ijorer.v2i6.166

MEHALL, S. (2020). Purposeful interpersonal interaction in online learning: What is it and how is it measured? Online Learning Journal, 24(1), 182-204. DOI: 10.24059/olj.v24i1.2002

PAVIN IVANEC, TEA. (2022). The lack of academic social interactions and students’ learning difficulties during COVID-19 faculty lockdowns in Croatia: the mediating role of the perceived sense of life disruption caused by the pandemic and the adjustment to online studying. Social Sciences, 11, 42. DOI: 10.3390/socsci11020042

POPA, D.; REPANOVICI, A.; LUPU, D.; NOREL, M.; COMAN, C. (2020). Using mixed methods to understand teaching and learning in COVID-19 times. Sustainability, 12, 8726. DOI: 10.3390/su12208726

PUTRI, A. E. (2022). Flouting conversational maxim by English department students at UINSunan Ampel Surabaya. UIN Sunan Ampel Surabaya. Available at:

PETER VAN DER STRAATEN (2000). Interaction Affecting the Sense of Presence in Virtual Reality. Available at:

REDDY, C. (2020). Grading system in education: advantages and disadvantages. Journal of Education and Educational Development, p. 3, 2016.

SASON, HAVA; KELLERMAN, AVICHAI. (2021). Teacher-student interaction in distance learning in emergency situations. Journal of Information Technology Education: Research, 20, 479-501. DOI: 10.28945/4884

SASON, HAVA; WASSERMAN, EGOZA; SAFRAI, MORDECHAI; ROMI, SHLOMO. (2022). Students’ perception of the role of online teachers: comparing routine and emergency times. Frontiers in Education, 6. DOI: 10.3389/feduc.2021.767700

TAPSIS, NIKOLAOS; TSOLAKIDIS, KONSTANTINOS. (2014). Educational communication in virtual worlds and videoconference. International Journal of Emerging Technologies in Learning, 9, 64. DOI: 10.3991/ijet.v9i9.4190

VLAICU, CLAUDIA; BEATRICE, ALINA DINU; ALECU, DENISA. (2022). Educational communication and stress at preschool and primary teachers in the educational pandemic context. Journal of Education, Society & Multiculturalism, 3, 1-16. DOI: 10.2478/jesm-2022-0001

WAHYUDI, ABDI; YUSUF, SUHENDRA; LESTARI, ZUBAEDAH. (2020). Maxim’s flouting: an analysis of classroom interaction. Journal of English Education and Teaching, 4, 219-231. DOI: 10.33369/jeet.4.2.219-231

WICAKSONO, A.; ANAM, S.; RETNANINGDYAH, P.; SETIAWAN, S. (2022). Grice maxims breaking in the teacher and students’ online interaction. Pioneer: Journal of Language And Literature, 14(1), 101-119. DOI: 10.36841/pioneer.v14i1.1658

YAMAN, N.; MUHLIS, M. (2020). Students’ social presence and perceived learning toward CCU course in online classroom (An evaluating of learning process during pandemic Coronavirus). Elite: English and Literature Journal, 7(1), 61-73. DOI: 10.24252/elite.v7i1a6

YEUNG, MELISSA; CHENG, HEIDI; CHAN, PETER; KWOK, DOROTHY. (2023). Communication technology and teacher–student relationship in the tertiary ESL classroom during the pandemic: a case study. SN Computer Science, 4. DOI: 10.1007/s42979-023-01667-7

ZERRAF, SOUFIANE; ZAIN, SIHAM; ABDERRAHIM, KHYATI; TRIDANE, MALIKA; BELAAOUAD, S. (2019). A pedagogical approach to educational communication in the educational context. International Journal of Advanced Education and Research, Vol. 4; Issue 1, pp. 01-04.