Communication Barriers in Hybrid Lecture Systems: A Phenomenological Study of College Students

Abstract

Hybrid learning offers flexibility in higher education but may create communication barriers that affect students’ learning experiences. This study aimed to explore students’ experiences of communication barriers in hybrid learning and identify their main forms. A qualitative phenomenological approach was employed. The participants consisted of three purposively selected students from LSPR Institute of Communication and Business, Universitas Pendidikan Indonesia, and Universitas Gunadarma, representing different academic and living circumstances. Data were collected through semi-structured interviews, observations, and documentation. The data were analyzed through data reduction, data display, conclusion drawing, and phenomenological interpretation, with triangulation used to strengthen credibility. The findings identified four categories of communication barriers: technical and infrastructural barriers, psychological and cognitive barriers, semantic barriers, and social-interactional barriers. The reported experiences included unstable internet connections, fatigue, difficulty understanding online course materials, and limited opportunities to develop peer relationships. Students adapted by managing their schedules, using alternative internet access, seeking additional learning materials, and creating more conducive study environments. The study concludes that communication barriers in hybrid learning vary according to students’ personal circumstances and learning environments. These findings highlight the importance of reliable digital infrastructure, clear instructional communication, timely feedback, and opportunities for meaningful academic interaction.