Journal of Education, Society and Behavioural Science

Aims: Due to the transition from traditional to digital learning, undergraduate students in Bangladesh faced multiple communication obstacles during online classes in the COVID-19 period. This study aimed to identify these obstacles and examine their relationship with students’ socio-economic backgrounds.

Study Design: The study employed a quantitative approach. An online survey was conducted with 324 participants from 17 universities across Bangladesh (200 male, 124 female). Data was collected through a Microsoft online form, coded into Excel, and analyzed in SPSS using descriptive statics and crosstabulation.

Theoretical Framework: Guided by the Knowledge Gap Theory, Diffusion of Innovation, and Uses and Gratification Theory, the research situates communication barriers within broader digital platforms and learning dynamics.

Results: Findings revealed that communication barriers were strongly associated with infrastructural and socio-economic variables, particularly the type of device used, residential area, institutional capacity, and internet speed. These factors significantly shaped students’ ability to engage effectively in online learning.

Conclusion: The findings highlight critical infrastructural and socio-economic factors that hinder effective online communication, offering actionable insights for educational reform in post-pandemic Bangladesh. By addressing these disparities, policymakers and institutions can design more inclusive, resilient, and effective digital learning systems for the future.