Preferences and insights of learning process in pandemic era: a case study of South Africa

Abstract

PurposeThe Covid-19 pandemic closed most educational institutions covering all world and academic calendars are threatened. In this situation keeping academic activities live, most institutions adopted learning via online platforms. However, the question about online learning effectiveness especially in developing countries like South Africa is still not clearly or evidently recognized, as in developing countries due to technical constraints of availability of bandwidth and device suitability is a serious challenge. The authors focus is to obtain the perception and insights of business and commerce students towards online learning education in order to improve an effective online learning environment.Design/methodology/approachThe research study is based on an online survey of 415 students. The research study also explored a mixed-method and numerous explanatory attributes which helped the authors to discuss the results.FindingsResults find out that 73 percent of students were ready to manage online learning and the majority of them prefer curriculum learning through smartphones during this pandemic. Some of the students have an attractive opinion due to the convenience and flexibility of online learning while some students in rural areas face many challenges in online learning due to the connectivity of broadband.Research limitations/implicationsResearch has been uniquely limited to students of tertiary level and vocational training in the field of commerce across some educational institutions from South Africa. Some students were not cooperative in providing answers on time as per the questionnaire.Practical implicationsThe insights of this research study will be very helpful in curriculum designing for the next academic session.Social implicationsIts findings will help to improve the online learning method so that it can be socially inclusive to all the students no matter their condition on data bundle accessibility background and location.Originality/valueOne of the few case studies done during this pandemic era and its findings will help understand how students perceive online learning in order to improve the learning environment.

Transforming workplace English in distance education: Exploring e-learning preferences and experiences in the digital age

“…In response to the second research question, the findings indicate that students face challenges with technical reliability, resonating with literature on technology-related issues in online education (El-Masrid & Tarhini, 2017;Jung, 2019). Factors such as load shedding and poor internet access emerge as significant hurdles which aligns with studies highlighting the impact of technological barriers on e-learning effectiveness (Joaquim et al, 2022;Mpungose, 2023). This highlights the need for technological infrastructure and strategies to mitigate the effects of load shedding and ensures uninterrupted access to e-learning tools, in line with the CoI framework's emphasis on technical reliability (Garrison et al, 1999).…”

“…The study identifies a crucial gap which called for a comparative analysis between factors influencing e-learning adoption in developing and developed countries (El-Masri & Tarhini, 2017). Similarly, in South Africa, Joaquim et al (2022) and Mpungose (2023) mentioned challenges and uncertainties in the shift to online learning and emphasised technical limitations and the need for improvement. Conversely, Ebrahim and Van Den Berg (2022) focused on pandemicinduced e-learning challenges that revolved around issues of motivation and engagement, heightened by the Covid-19 pandemic.…”

Student affairs and services leadership in trying times: Student social behaviour project and psycho-social support interventions at a comprehensive university in south africa

“…It was also found that some students lacked the self-discipline and motivation to follow through with self-study work; and that the available resources were not conducive for online learning (Sim et al, 2021). Similar studies in the context of South Africa (Dube, 2020;Joaquim et al, 2022;Mhlanga, 2021) have reported similar findings. Meanwhile, Aristovnik et al (2020) and Wang et al (2020), reporting on the inf luence of the pandemic on students' mental health globally and in the United States (US) respectively, noted that the students described experiencing unbearable psychological pressure and feelings of boredom, anxiety, frustration and hopelessness.…”

Between accessibility and adaptability of digital platform: investigating learners' perspectives on digital learning infrastructure

“…Under the emergency conditions created by the Covid-19 pandemic, remote teaching allowed the continuation of distance learning throughout across various academic levels and courses. A well-designed plan of online-supported instruction enables both educators and learners to conduct lessons and continue the learning process (Joaquim et al, 2022). The paradigm shifts in achieving such an emergency transition required all the relevant support processes to be conducted through online platform.…”

“…Moreover, the social implications point out skills and abilities obtained through online engagement with their peers by actualising and exploring information together through inter-connectedness of sharing pathway in the online platform. In view of this, the instructor would need to give share experiences on digital environment for future education transformation (Joaquim et al, 2022). As a result, the digital learning environment could enhance the pathway of shaping future education transformation by adequately addressing possible barriers to accessibility.…”