Abstract
The Covid-19 pandemic creates physical barriers and raises issues about online learning and course design. These must be overcome in order to continue teaching three English language support papers in a transnational education programme. This autoethnography explores online communication strategies and their effect on students’ learning experience. Moodle logs, teacher observations and other qualitative data from the first year of emergency online teaching were evaluated. This analysis prompted several improvements to communication strategies. Additional forum activities, scaffolding and feedback have had a positive effect, and increased use of informal communication via WeChat has bolstered learner persistence. These findings can be applied to the design of other online and blended courses, especially those linked to English language teaching in China.
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