Communication Barriers and Solution Approaches in Post-Pandemic Distance Education

This study aims to examine communication barriers that emerged in hybrid education models, which have become widespread in higher education settings after pandemic, and to develop integrative solution designs to address these problems. The forced transformation imposed by the pandemic has made hybrid learning environments, where both face-to-face and online participation are maintained simultaneously, a permanent alternative. In this context, the importance of hybrid model stems from its potential to transcend spatial boundaries of education and implement principles of flexibility, accessibility, and diversity. Qualitative content analysis was employed in study, and a systematic solution framework was developed by interpreting datasets based on theoretical discussions in literature, empirical findings, and discourse analysis. Findings reveal that students in physical classrooms have higher communication effectiveness and visibility compared to those attending online classes, while online students experience interactional asymmetry and a lack of belonging. This suggests that hybrid model still presents serious structural problems in terms of principles of communicative equity. As a result, it was emphasized that technopedagogical, multi-channel and accessible communication systems should be developed in order to ensure interactional justice for both digital and physical student groups.