Post-Pandemic Social Distance: A Qualitative Study of Communication Barriers in Post-Pandemic Education

This qualitative study investigates communication barriers in post-pandemic rural K-12 education, emphasizing how the shift from traditional classrooms to COVID-19 virtual environments altered interactions among teachers, students, parents, and administrators. The literature review draws on transactional distance theory and computer-mediated communication, supported by related theories addressing digital inequality, communicative noise, and classroom norm breakdowns. Research questions focus on (1) differences between pre- and post-pandemic education, (2) comparative quality of virtual versus face-to-face learning, and (3) whether teachers feel supported by administration and the board of education. Methods include a qualitative case study of five rural Oklahoma districts (C, 2A, 3A, 5A, 6A). Participants provided open-ended Qualtrics responses analyzed using Creswell’s six-step process. Results show persistent challenges: increased teacher-student communication distance, reduced administrative clarity, and unequal tech access. Districts investing in instructional resources improved outcomes. Implications highlight policies enhancing digital infrastructure, educator training, and communication strategies.