Communication and cooperation challenges in the online classroom in the COVID-19 era: a qualitative study

Abstract

AbstractBackgroundThe increasing prevalence of COVID-19 affected all aspects of life, including education. Communication and interaction are vital in any form of education. This study explained health profession educators’ and students’ experiences regarding the challenges of communication and cooperation in exclusively online classrooms during the COVID-19 era.MethodsThe present descriptive explanatory qualitative study examined health profession educators’ and students’ experiences with exclusively online classrooms during the COVID-19 era. They were included in the study by purposive sampling. In-depth and semi-structured telephone interviews were conducted to collect data. The content analysis presented by Graneheim and Lundman was used to analyze the data. The present study employed four strength criteria: credibility, confirmability, transferability, and dependability.ResultsThe results of the present study included communication and cooperation challenges in exclusively online classrooms related to the COVID-19 pandemic. Two themes emerged from 400 open codes: lack of students’ socialization and communication-related concerns, which each had subcategories.ConclusionsLack of students’ socialization and communication problems were identified as the participants’ main experiences. Defects in teacher training due to the sudden transition to virtual education, acquiring a professional identity that is possible in in-person education was also flawed. The participants experienced challenges in their class activities, leading to a decrease in trust, a lack of motivation to learn from students, and teachers’ teaching. Policymakers and authorities should adopt new tools and techniques to improve exclusively virtual education outcomes.