“I can just hide”: a qualitative exploration of contextual triggers of communication anxiety in online learning

The shift to online and hybrid learning environments has fundamentally altered the dynamics of classroom communication. While much research has focused on the quantitative measurement of communication apprehension (CA), less is known about the specific, lived experiences that trigger anxiety for students in a digital space. This study draws on semistructured interviews with 20 university students to qualitatively explore the contextual and interpersonal factors that heighten communication anxiety in synchronous online classes. Our analysis reveals that anxiety is not merely a transferred feeling from face-to-face contexts but uniquely shaped by the online environment. Key themes include the paradoxical “protective screen” that both liberates and isolates; the acute anxiety triggered by self-view and technical failures (“digital dysfluency”); and the perceived loss of an “auditorium” that leads to a diminished sense of audience and increased fear of speaking into a void. By giving voice to student experiences, this study clarifies how classic concepts of CA are being reshaped by technology and offers a nuanced understanding necessary for developing more humane and engaging online pedagogical practices.