The novel Coronavirus disease (COVID-19), which was declared a global pandemic on 11 March 2020, has disrupted most economies and industries with higher education being no exception. Transitioning to online learning (OL) was one way most higher education institutions (HEIs) attempted to ensure both effective and safe learning. However, this was often a crisis response rather than a planned digital transformation. The aim of the current study was to explore the response strategies applied by the staff, and also the challenges experienced by the students, during the transition to OL in the Marketing programme at a South African university facing developing nation conditions and the disruption of educational norms. The study findings indicated that the students experienced infrastructure and connectivity challenges; exhibited deficient online competence; and experienced university and home-life challenges. The response strategies applied by the Marketing programme staff are discussed and evaluated in relation to these challenges. While the strategies assisted with some student challenges, other challenges persisted and recommendations for improvement are provided. The article represents a reflection on those challenges which are beyond the control of Marketing academics, but also strategies and new norms which academics may use in such times of disruption to educational norms.