While literature reveals the positive perception of online learning, this study examines the issues caused by the digital divide for students at South African universities during the 2020 academic year. The study reveals the perceptions and experiences of university students from historically marginalised and privileged universities. This research ventures into relatively unexplored territory by examining the digital divide in the wake of the COVID-19 pandemic and radical shift to online learning. Using netnography, 678 tweets were analysed using qualitative content analysis and the concept of "digital divide," "online learning" and "student voice." We argue that digital media in the digital divide suffuses socio-economic relationships between university students and management. The study provides insights into the role of 4IR, the technological, digital inequalities, environmental, situational and institutional barriers/disparities students faced during remote learning and assessment. Results reveal, online learning did not increase the accessibility of university education during the pandemic for students attending marginalised universities. Network coverage, device type, time of day, socio-economic status and digital competence negatively affect synchronous lecture participation and attendance. More inclusive and flexible pedagogy based on a university's resources and student profile is needed to mitigate digital and educational inequalities affecting students from rural and/ low-income households.

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Marketers, advertisers and media planners often turn to reliable data on target markets to make decisions regarding the selection and use of media, allowing practitioners to communicate the message optimally and cost-effectively to the target audience. Decisions in media planning and media selection are only possible if information on media use patterns is up-to-date. Hence, understanding media consumers allows marketers to tailor specifically to a target market. This article presents an initial inquiry into preferences between traditional media and digital (online) media. With a better understanding of consumer preference between traditional and digital media platforms, practitioners could significantly improve media allocation. By applying a uses and gratifications approach to the concept of media use, the author conducted a crosssectional questionnaire survey (n=558). A t-test analysis of the findings indicated a significant difference in time spent on traditional media (m=3.60) over time spent on digital media (m=2.63) (t(555) = 20.73, p < .05). The results revealed differential patterns across different media (traditional and digital); differences are most often based on the demographic variables. The data indicated that statistically significant differences in media consumed are more a function of whether or not people are employed and have completed their studies than age group per se. Accurate audience measurement remains complex due to media consumers' mobility and wide variety in the media environment. However, the findings can be used as a guideline for media planners and advertising agencies when planning to target an exact audience at the right time on the right platform.

Purpose This study aims to establish the perspectives of community providers on challenges and enablers in developing child mental health capacity in disadvantaged communities in South Africa. Design/methodology/approach The authors involved 29 community providers operating in a large urban-deprived area in the Gauteng Province, east of Johannesburg. Community providers had educational, social and health care backgrounds. Their perspectives were captured through three focus groups, two participatory workshops and reflective diaries. Data were integrated and subjected to inductive thematic analysis. Findings Three interlinked themes were identified. Community mobilization was viewed as pre-requisite through mental health awareness and strategies to engage children, youth and parents. Service provision should take into consideration contextual factors, predominantly inequalities, lack of basic needs and gender-based issues (domestic violence, teenage pregnancy and single motherhood). Participants referred to severe mental health needs, and related to physical health conditions, disabilities and impairments, rather than to common mental health problems or wellbeing. They proposed that capacity building should tap into existing resources and integrate with support systems through collaborative working. Practical implications Child mental health policy and service design in Majority World Countries (MWCs), should involve all informal and structural support systems and stakeholders. Contextual factors require consideration, especially in disadvantaged communities and low-resource settings, and should be addressed through joined up working. Originality/value Children’s mental health needs are largely unmet in MWC-disadvantaged communities. These findings capture the experiences and perspectives of various community providers on how to enhance mental health provision by mobilizing communities and resources.

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