Student - student communication; student - teacher; student - system

Communication in virtual learning environments can be realised in two basic forms: asynchronous and synchronous. Each of them has its specific advantages and limitations, and their combination creates optimal conditions for the active, meaningful and inclusive participation of all students.

Asynchronous communication

It involves the exchange of messages and content that does not require the simultaneous presence of all participants. The most common forms are discussion forums, email and comments on submitted assignments. This form of communication provides students with time to reflect, research and structure responses, thus encouraging reflective thinking. In the context of higher education, where critical analysis and argumentation are expected, asynchronous channels allow for deeper processing of information and more even participation of students, including those who struggle to engage in rapid live discussions.

Synchronous communication

It involves simultaneous interaction between participants, most often via videoconferencing tools. Such meetings enable immediate exchange of information, rapid elaboration of ideas and immediate resolution of ambiguities. In addition, synchronous meetings strengthen social presence because they create a sense of shared time and space, which positively affects the connection between participants. However, this form of communication requires precise time organisation and reliable technical infrastructure, which can be a challenge in international or technically heterogeneous student groups.

An optimal virtual learning environment combines both forms of communication, thus achieving a balance between flexibility and immediacy. Synchronous meetings can be used to spark discussions, clarify key concepts and foster a sense of community, while asynchronous activities allow students to deepen their understanding and contribute to discussions at their own pace. 
Carefully selected tools play a key role in encouraging and maintaining social presence in both types of communication. Discussion forums enable structured, long-term and topically focused exchanges of opinion. Collaborative platforms like Padlet and Mir offer a space for joint expression of ideas, visualisation of concepts and collaborative planning. Video conferencing tools like BigBlueButton, Zoom, Google Meet and MS Teams support synchronous meetings, workshops and group work in real time.

Despite the opportunities they offer, maintaining a social presence in virtual environments often poses several challenges for teachers and students. Low student engagement in asynchronous activities can lead to fragmented and superficial discussions. Information overload, known as information fatigue, reduces students’ ability to actively participate and respond effectively. Technical difficulties, including unstable internet connections or insufficient familiarity with digital tools, further complicate communication. Finally, the lack of clearly defined rules and expectations regarding the manner and frequency of participation can result in uneven contributions from individual students.

In higher education, where the aim is to form a critically oriented, independent and responsible academic community, conscious planning of communication types, careful selection of tools and constant maintenance of a social presence are key to the success of e-courses.