Silence in the virtual classroom: A reflective, collaborative response to student passivity

Abstract

This study critically examines an educator’s response to student passivity and reduced engagement in online learning during the COVID-19 pandemic, drawing on collaborative action research conducted with a team of module facilitators. The sudden shift to remote instruction introduced significant pedagogical challenges, particularly in under-resourced higher education institutions in South Africa, where digital access limitations and reduced student participation negatively impacted learning outcomes. Using a retrospective collaborative autoethnographic approach, the study reflects teaching practices during this period, highlighting the complexities of encouraging active participation in virtual environments. Based on observed data, the analysis questions the effectiveness of targeted interventions—including structured peer interaction, real-time feedback, and personalised check-ins—aimed at increasing student engagement and reducing disengagement. Through repeated cycles of reflection and adaptation, the educator emphasises the importance of collegial collaboration in improving online teaching methods. The findings deepen understanding of engagement patterns in remote learning and offer practical insights for improving pedagogical responsiveness in resource-limited settings.

Keywords: {'name': 'Auto-ethnograpy'}, {'name': 'collaborative action research'}, {'name': 'digital inequality'}, {'name': 'reflective practice'}, {'name': 'student engagement'}, {'name': 'virtual classroom'}

Authors & affiliations

James Ojochenemi David
Department of Police Practice, College of Law, University of South Africa

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