South African universities have been forced to transit from face-to-face to online learning (e-learning) as a result of the coronavirus pandemic (COVID-19). However, various challenges hinder disadvantaged students from realising the full potential of e-learning. Therefore, this study’s main objective is to propose alternative pathways to overcome such challenges for students, to enable them to have access to effective e-learning. This study draws on a two-year postdoctoral qualitative research project conducted at a South African university to explore students’ experiences of the transition from face-to-face to e-learning. Findings articulate the digital divide as a hindrance to students realising the full potential of e-learning, yet lecturers still want students to submit assessment tasks and engage with course activities on the Moodle learning management system.
Impact / Outcome Despite challenges experienced by students in transitioning from face-to-face to e-learning—in particular, the prominence of the digital divide as the main hindrance to students realising effective e-learning—overall the customisation of the Moodle LMS to meet the local needs of disadvantaged students is beneficial to realise e-learning. Moreover, the findings indicate that while there may be many challenges that can hinder students from realising the full potential of e-learning, alternative pathways like the provision of free data bandwidth, free physical resources and online resources, and the use of an information centre for blended learning and others, seem to be the solution in the context of COVID-19.
Funding sources Public/Private
Key Metrics Propose alternative pathways to overcome Covid-19 challenges for students, to enable them to have access to effective e-learning
