Abstract
This qualitative study examines the degree to which synchronous and asynchronous online learning platforms both supported and constrained the achievement of rhetorical and relational goals in a resource-constrained South African higher education context. As online teaching practices persist in the post-COVID era, understanding how to design pedagogically sound online environments is increasingly important, particularly in the Global South where cost, access, and connectivity pose significant constraints. Drawing on the Rhetorical and Relational Goals Theory (RRGT; Mottet et al., 2006) and Kaufmann et al.’s (2016) online learning climate dimensions, the study analyzes undergraduate students’ perceptions of Blackboard Collaborate, PowerPoint voice-overs, WhatsApp, and instructor communication strategies. Thematic analysis of survey data from 300 students indicates that synchronous platforms enhanced immediacy and engagement but were hindered by connectivity challenges, while asynchronous tools supported autonomy yet limited interaction. Instructor communication strategies played a critical role in mediating these trade-offs.
DOI
I:10.31446/JCP.2026.1.05
Author ORCID Identifier
Rentia du Plessis: 0009-0002-7541-9570
Diana Breshears: 0000-0003-3236-7766
Luzelle Naudé: 0000-0001-6660-8885
Recommended Citation
du Plessis, R., Breshears, D., & Naudé, L. (2026). Meeting rhetorical and relational goals in online higher education: Insights from a South African case study. Journal of Communication Pedagogy, 10, 56–74. https://doi.org/10.31446/JCP.2026.1.05
