Date of Award

Summer 8-15-2026

Degree Type

Dissertation

Degree Name

PhD Higher Education Leadership, Management, Policy

Department

Education Leadership, Management and Policy

Advisor

Santiago Castiello Gutierrez, Ph.D

Committee Member

Hillary Morgan, Ph.D

Committee Member

Wenli Yuan, Ph.D

Keywords

online learning, student-faculty communication, academic anxiety, undergraduate students, student engagement, Transactional Distance Theory

Abstract

The expansion of online learning in higher education, particularly following the COVID-19 pandemic, has significantly reshaped student experiences and communication practices. While existing research has explored online learning environments, student engagement, and mental health, there remains a gap in understanding how undergraduate students perceive student-faculty interactions in online learning environments and how these interactions impact academic anxiety. Guided by Transactional Distance Theory, which emphasizes dialogue, structure, and learner autonomy, this qualitative phenomenological study addressed three research questions: how students describe their experiences with faculty interactions in online learning environments in relation to academic anxiety, what aspects of communication contribute to or alleviate anxiety, and how students make decisions regarding communication channels when interacting with faculty. The study was conducted at a private, four-year institution and included 18 undergraduate Communication students who had experience with online courses. Data was collected through one-on-one semi-structured interviews on Microsoft Teams. Interviews were recorded, transcribed, and analyzed using open coding to identify recurring themes and patterns across participant responses. The phenomenological approach allowed for an in-depth exploration of student lived experiences and perceptions related to online learning and communication. Findings revealed that student-faculty communication plays a critical role in shaping academic anxiety within online learning environments. Timely, detailed communication from faculty was consistently associated with reduced anxiety, increased confidence, and greater student engagement. Conversely, delayed responses and unclear expectations from faculty contributed to heightened academic anxiety for students. Students reported that asynchronous courses provided flexibility and autonomy but often led to increased workload, isolation, and academic anxiety when communication was insufficient. Synchronous online courses and interactions were valued for fostering accountability and a stronger sense of connection. Additionally, students described navigating multiple communication platforms, often with limited autonomy in platform selection, which influenced their comfort levels and communication strategies. Personal factors such as time management, lifestyle, and self-regulation skills also played a significant role in shaping students’ experiences and levels of academic anxiety. The findings highlight the importance of effective communication and institutional support in reducing academic anxiety and improving student outcomes. Implications include the need for faculty training in communication practices and technology use, increased mental health resources for students, and more intentional course design that integrates both asynchronous flexibility and synchronous engagement. This study contributes to the growing body of research on online learning by emphasizing the important role of communication, technology, and student well-being in shaping academic experiences.

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