van Heerden, MartinaMoses, Abaashieyah2025-05-212025-05-212024https://hdl.handle.net/10566/20425The statement “feedback plays an important role in students’ learning and development” has never been truer than in the present academic climate (Moses, 2020). The persistence of the global pandemic, COVID-19, prolonged mandatory online learning and teaching, which took place in isolation from the academic community, and restricted educational interaction with various online platforms. The isolation from the academic community and impaired interaction may have impacted students’ sense of belong in the university context and the essential academic relationships. Therefore, the main objective of this study is to determine the impact online learning had on academic relationships, and consequently, on students’ development of feedback literacy, using the theoretical lenses of academic literacies and Ubuntu. This research has been conducted in the form of a qualitative study, utilising a structured questionnaire and semi-structured interviews, which were conducted with student doing their third year of English literature students in 2021 via Google Forms (questionnaire) and WhatsApp voice calls (interviews). Participation was voluntary and participants’ identities remain confidential. Using thematic analysis this study found that the shift in teaching methods, from face-to-face learning to online learning, has affected the student-tutor academic relationship both negatively and positively, and positively impacted students’ feedback literacy.enCovid-19English 3Feedback literacyOnline learningLockdownThesis