Abstract:

The Coronavirus (COVID-19) pandemic introduced an instantaneous change in the mode of learning and teaching which has affected universities around the world. This resulted in the closure of several higher education institutions due to strict lockdown rules enforced by respective governments. It is reported that 1.5 billion school children and university students were affected by institutional closures during 2020 and its effect on the student learning experiences. South Africa (SA) faced additional challenges in adapting to online learning; these challenges include; a lack of network infrastructures, computers, and internet access, the disparities of which is largely resultant of the legacy of Apartheid. Disadvantaged higher education institutions in this context were forced to transition to online classes and navigate a novel online learning space without much preparation and infrastructure in place. The impact of the swift adaptation in the mode of learning and teaching therefore required investigation in the SA context

Adopting a social constructivist approach this research presents an exploration of the online learning experiences of psychology students using a qualitative research design with the aim to ‘illuminate’ areas of address within this specific discipline’s approach to facilitate online learning. 46 students completed the online qualitative questionnaire as this data collection method was deemed most suitable within the pandemic constrained research environment. A thematic analysis was used to analyse the data using the Atlas Ti qualitative data management software. The key themes that emerged from the study included motivation to attend online classes, technological resources and psychosocial impact.

It was found that online learning resulted in an increase in the study motivation for certain individuals; however the attendance of online classes among students was found to be similar when compared to face-to-face class attendance. In terms of technological resources, the majority of students indicated that they were able to access technological devices however struggled with time management and connectivity issues particularly in the remote rural areas that students were forced to return to due to the restrictions in place. Students also expressed that the online learning environment provided a sense of social isolation and the inability to fully engage in classes as compared to face-to-face classes. The psychosocial impact of online learning created a feeling of isolation which has been identified as particular area of concern for the discipline particularly as student well-being is important for student success. Initiatives to address student well-being need to be designed and implemented particularly in the developing SA context so that the online learning space can be effective especially since the pandemic is reported to be with us for a number of years.

Keywords:

Student experience, online learning, higher education, psychosocial impact, COVID-19, South Africa, lockdown.